This document discusses challenges with implementing constructivist approaches to teaching science in classrooms. It argues that the phases of constructivist teaching sequences are often described separately but need to be integrated in practice. It is also difficult for teachers to plan activities that address each individual student's existing understanding given class sizes. The document introduces concept cartoons as an innovative way to engage students in thinking about science concepts by presenting alternative views in a visually appealing format. This allows teachers to elicit students' initial ideas and challenge them to develop their understanding in a practical classroom-based approach.
This document summarizes a study that examined the dilemmas experienced by three elementary school teachers in teaching science and how their approaches to reconciling these dilemmas were impacted by coaching and their career stage. The study found that the teachers perceived tensions between prioritizing science instruction versus other subjects, between their responsibility to teach science and lack of science background, and between strictly following or supplementing the science curriculum. How the teachers reconciled these common dilemmas differed based on their teaching experience, comfort with other subjects, and sense of accountability to teach science. The amount of time spent with science coaches correlated with increased time spent teaching science and addressing dilemmas in reform-oriented ways.
How current debates are influencing the science curriculum in the UKCobain Schofield
This essay seeks to understand how the current issues and debates relating to science education (both primary and secondary levels) are influencing the curriculum.
Grade: 77%
This study explored the effectiveness of an inquiry-based laboratory unit on cellulase enzyme for undergraduate biotechnology students. Students participated in guided and open inquiry experiments and assessments that showed they gained knowledge of enzyme-substrate interactions and developed skills like critical thinking and applying knowledge to industrial applications. Students also responded positively to the teaching strategy and developed skills in asking questions, problem solving, drawing conclusions, and communicating, showing the benefits of inquiry-based science learning.
human rescources locally available experts in mathematicsAju Pillai
This document discusses using locally available experts in mathematics to promote inquiry-based learning. It defines experts as not just mathematicians, but also teachers, teaching assistants, advanced peers, and parents who are trained to ask thoughtful questions and guide student exploration. The experts model problem-solving strategies and coach students through the process, similar to an apprenticeship. This sociocultural approach encourages social interaction and guided participation to establish important mathematical traditions. While traditional instruction emphasizes memorization, research shows reform-based teaching that incorporates investigation, communication, and collaboration is more effective at developing students' mathematical understanding.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
Conceptions and Reasonings of Beninese Learners in Solving Physics Problems I...inventionjournals
In this work, we describe the modes of reasoning of the learners in order to resolve two types of problems and involving the object "acceleration" in a scientific context and the object "rapidity" in an empirical context or everyday life. These learners are young Beninese students with a scientific G.C.E.A.Level and who have been trained according to the competency approach by qualified teachers with at least five years of experience and with course materials authorized by the inspection directorate education and secondary education. From the different analyzes (lexical and sequential), it emerges that in the resolution of these problems, the concepts, rules and formulas mobilized by these learners appear as concepts and theorems-in-act (Vergnaud, 1994) Categorized profiles and according to the contexts of investigation. Different modes of reasoning stem from their distances from the design intended for the object of investigation. If, according to Rey, Defrance and Kahn (2006) and Carette (2009), reasonings and conceptions are indispensable to be competent, it seems to us that the didactic choices prescribed by the actors of the Beninese education system in the implementation of this new approach will allow Difficult to achieve the objectives of the change of approach.
Making scientific concepts explicit through explanations simulations of a hig...Lazar Stosic
There is a current research interest into high-leverage teaching practices which are geared towards making concepts explicit to learners. Explanations are a common practice in science education for sharing and constructing meaning with students. However, current studies insufficiently articulate a framework for understanding pre-service teachers’ explanations; neither do they assess the practical criteria for development. This article documents various criteria for pre-service science teachers’ explanations as related to the cognitive science literature and their assessment in the context of an instrument designed for teacher education. A rubric was constructed which organized structural and supportive elements into three levels. A validation process is described, and its application in teacher education programs to detect possible patterns and changes in pre-service science teachers’ explanations. The results show the explanation strengths of pre-service teachers working with examples, graphs and images. However, difficulties were found in using and improving analogies, metaphors, and models, and also approaching mis-conceptions as a learning opportunity. Theoretical and practical issues are discussed from a cognitive perspective. We conclude that the signaling implications of using rubrics sensitive to progress-monitoring during teacher education for high-leverage teaching practices give opportunities to simulate and rehearse practices that are highly conducive to learning.
The Effects of Teaching Style on Science ComprehensionSamantha Bradley
This study examined the effects of teaching style on 8th grade students' comprehension of lunar phases. Students were randomly assigned to either an experimental group that did a hands-on moon phase activity or a control group that completed a reading assignment. Both groups were given a pre-test and post-test, as well as a survey on their experience. The study found that students who did the hands-on activity scored higher on the post-test and generally had a more positive view of the instructional method. The results suggest hands-on learning may be more effective for teaching science concepts compared to traditional textbook and worksheet approaches.
This document summarizes a study that examined the dilemmas experienced by three elementary school teachers in teaching science and how their approaches to reconciling these dilemmas were impacted by coaching and their career stage. The study found that the teachers perceived tensions between prioritizing science instruction versus other subjects, between their responsibility to teach science and lack of science background, and between strictly following or supplementing the science curriculum. How the teachers reconciled these common dilemmas differed based on their teaching experience, comfort with other subjects, and sense of accountability to teach science. The amount of time spent with science coaches correlated with increased time spent teaching science and addressing dilemmas in reform-oriented ways.
How current debates are influencing the science curriculum in the UKCobain Schofield
This essay seeks to understand how the current issues and debates relating to science education (both primary and secondary levels) are influencing the curriculum.
Grade: 77%
This study explored the effectiveness of an inquiry-based laboratory unit on cellulase enzyme for undergraduate biotechnology students. Students participated in guided and open inquiry experiments and assessments that showed they gained knowledge of enzyme-substrate interactions and developed skills like critical thinking and applying knowledge to industrial applications. Students also responded positively to the teaching strategy and developed skills in asking questions, problem solving, drawing conclusions, and communicating, showing the benefits of inquiry-based science learning.
human rescources locally available experts in mathematicsAju Pillai
This document discusses using locally available experts in mathematics to promote inquiry-based learning. It defines experts as not just mathematicians, but also teachers, teaching assistants, advanced peers, and parents who are trained to ask thoughtful questions and guide student exploration. The experts model problem-solving strategies and coach students through the process, similar to an apprenticeship. This sociocultural approach encourages social interaction and guided participation to establish important mathematical traditions. While traditional instruction emphasizes memorization, research shows reform-based teaching that incorporates investigation, communication, and collaboration is more effective at developing students' mathematical understanding.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
Conceptions and Reasonings of Beninese Learners in Solving Physics Problems I...inventionjournals
In this work, we describe the modes of reasoning of the learners in order to resolve two types of problems and involving the object "acceleration" in a scientific context and the object "rapidity" in an empirical context or everyday life. These learners are young Beninese students with a scientific G.C.E.A.Level and who have been trained according to the competency approach by qualified teachers with at least five years of experience and with course materials authorized by the inspection directorate education and secondary education. From the different analyzes (lexical and sequential), it emerges that in the resolution of these problems, the concepts, rules and formulas mobilized by these learners appear as concepts and theorems-in-act (Vergnaud, 1994) Categorized profiles and according to the contexts of investigation. Different modes of reasoning stem from their distances from the design intended for the object of investigation. If, according to Rey, Defrance and Kahn (2006) and Carette (2009), reasonings and conceptions are indispensable to be competent, it seems to us that the didactic choices prescribed by the actors of the Beninese education system in the implementation of this new approach will allow Difficult to achieve the objectives of the change of approach.
Making scientific concepts explicit through explanations simulations of a hig...Lazar Stosic
There is a current research interest into high-leverage teaching practices which are geared towards making concepts explicit to learners. Explanations are a common practice in science education for sharing and constructing meaning with students. However, current studies insufficiently articulate a framework for understanding pre-service teachers’ explanations; neither do they assess the practical criteria for development. This article documents various criteria for pre-service science teachers’ explanations as related to the cognitive science literature and their assessment in the context of an instrument designed for teacher education. A rubric was constructed which organized structural and supportive elements into three levels. A validation process is described, and its application in teacher education programs to detect possible patterns and changes in pre-service science teachers’ explanations. The results show the explanation strengths of pre-service teachers working with examples, graphs and images. However, difficulties were found in using and improving analogies, metaphors, and models, and also approaching mis-conceptions as a learning opportunity. Theoretical and practical issues are discussed from a cognitive perspective. We conclude that the signaling implications of using rubrics sensitive to progress-monitoring during teacher education for high-leverage teaching practices give opportunities to simulate and rehearse practices that are highly conducive to learning.
The Effects of Teaching Style on Science ComprehensionSamantha Bradley
This study examined the effects of teaching style on 8th grade students' comprehension of lunar phases. Students were randomly assigned to either an experimental group that did a hands-on moon phase activity or a control group that completed a reading assignment. Both groups were given a pre-test and post-test, as well as a survey on their experience. The study found that students who did the hands-on activity scored higher on the post-test and generally had a more positive view of the instructional method. The results suggest hands-on learning may be more effective for teaching science concepts compared to traditional textbook and worksheet approaches.
International Trends in Science Education ResearchBenjamin Debisme
1) The document discusses diversity in research in science education, noting that science education research encompasses a variety of topics from learning and teaching to assessment and equity.
2) Over the past 30 years, different types of research from small-scale studies to large-scale assessment programs have been used, borrowed from other disciplines.
3) The document also examines research on the status of science teaching, the impact of technology on teaching, concerns about scientific literacy, and how science education research can better influence policy and practice.
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
This document presents two new taxonomies related to pedagogical content knowledge (PCK) for science teachers. The General Taxonomy of PCK categorizes the different types of knowledge bases for various science disciplines, subjects, and topics. The Taxonomy of PCK Attributes identifies and characterizes the key components of PCK based on previous research. These taxonomies are intended to provide organizational frameworks to guide future research on developing PCK in science teacher education programs.
This document discusses principles and strategies for teaching physics. It advocates for active, constructivist learning approaches like the 5E learning cycle. Recommended teaching strategies include using graphic organizers, puzzles, models, Predict-Observe-Explain activities, and technology integration. Research supports peer instruction methods, optimal seating arrangements, and use of multimedia modules. Assessment tools discussed are concept inventories that identify common student misconceptions.
The document summarizes research supporting differentiated instruction as a model for addressing increasing student diversity in classrooms. It discusses Vygotsky's sociocultural theory of learning and zone of proximal development as providing a conceptual framework. Research highlights the need to consider individual differences in learning styles, intelligence, and brain functioning. Traditional uniform instruction fails to meet the needs of diverse students. Differentiated instruction allows teachers to accommodate variations through flexible grouping, content, process, and product.
This document summarizes a paper that discusses the use of information and communication technologies (ICT) in teaching and learning. It addresses four main issues: 1) the tension between teaching about ICT versus teaching through ICT, 2) the persistence of teachers' pedagogical styles, 3) the importance of teacher confidence and competence with ICT, and 4) curriculum contradictions that can arise when incorporating ICT into established subject areas. The document emphasizes that ICT alone does not improve learning - it depends on how teachers integrate ICT into their pedagogical approaches and address challenges to existing teaching practices.
This document describes the Resources for Scientists in Partnership with Education (ReSciPE) program, which provides professional development workshops to scientists engaged in education and outreach. The goal is to help scientists understand best practices in science education so they can more effectively communicate with students and the public. The introductory workshop focuses on inquiry-based learning and shows scientists how to teach scientific concepts through hands-on activities. Evaluations found the workshops increased scientists' willingness and ability to participate in education. The research also provides a framework to guide the professional development of scientist educators.
This document describes a year-long cooperative student team project (STP) used as a major component of an interdisciplinary Master of Environmental Science degree program. The goal of the program is to teach students an environmental problem-solving algorithm through direct experiential application via the STP. Students acquire team skills, research skills, and learn to present professionally. The STP is similar to other small group techniques and has had positive impacts, though specific problems have been identified. Examples of successful STP projects are provided.
This document summarizes a study on misconceptions in chemistry among freshmen students at Mindanao University of Science and Technology (MUST). The study aims to determine which chemistry topics students have misconceptions about, the reasons for these misconceptions, and how misconceptions compare between male and female students. It outlines the problem statement, research questions, hypothesis, significance of the study, assumptions, limitations, and definition of key terms. The theoretical framework discusses prior research on students' understanding of concepts like solutions, molecular models, and multiple representations.
This document provides a critical review of a Grade 10 Introductory Physics course as part of the International Baccalaureate Middle Years Programme (MYP). It examines the course's ability to achieve selected MYP science aims, including acquiring scientific knowledge and skills, developing critical thinking, and developing awareness of implications of science. The review finds tensions between the course's traditional content-focus and the MYP's emphasis on concept-based and values-based learning. While the course achieves some aims well, recommendations are made to better align it with the evolving MYP framework.
This document summarizes a study that examined the effects of adapting homework instructions to match the characteristics of Dutch HAVO 4 students. The study found:
1) Adapting homework instructions to fit students' characteristics significantly increased students' homework motivation, primarily by increasing their expectancy of success.
2) Effects varied by subject, with mathematics and economics students reporting significantly higher motivation, while history and chemistry students showed no significant changes.
3) Pre-existing differences in students' planning skills and relationships with teachers significantly impacted their homework expectancy levels. Students with below-average scores on these characteristics had lower expectancy.
The results suggest adapting homework instructions based on student characteristics can increase motivation and that teachers should differentiate instructions
The document discusses the Primary Connections program, which aims to improve science education in Australian primary schools. It provides professional development for teachers and curriculum resources that use an inquiry approach integrated with literacy skills. Key features include the 5E teaching model, cooperative learning strategies, and embedding assessment in teaching and learning. Research found the program improved teachers' confidence and practice of science, and increased the time and status given to science in schools.
C ience and pedagogy working togethererGladys Rivera
This document compares three active learning pedagogies: problem-based learning (PBL), process-oriented guided inquiry learning (POGIL), and peer-led team learning (PLTL). PBL uses open-ended problems to drive student-centered learning, POGIL uses structured group activities based on a learning cycle, and PLTL supplements regular courses with peer-led workshops. The document contrasts the fundamental aspects, classroom characteristics, and out-of-class components of each approach to help instructors choose which may best suit their needs.
The document discusses issues around transitioning students from primary to secondary school science classes. It provides an overview of transition phases and examines student expectations and potential disappointments. It also discusses best practices for primary science education and effective consolidation strategies for secondary teachers to help students adjust.
This document summarizes a study that used eye-tracking to analyze the gaze patterns ("scanpaths") of expert and novice teachers from the UK and Hong Kong. The study found:
1) Teachers' attentional and communicative gaze scanpaths were more similar within expertise and cultural groups than across groups, suggesting expertise and culture influence gaze.
2) Expert teachers constantly referred back to students through focused gaze during both attentional and communicative gaze, while expert teachers in Hong Kong scanned students more than experts in the UK.
3) Scanpath analysis provides insights into the underlying cognitive processes guiding teacher gaze that aggregate measures cannot, and suggests expertise and culture shape these gaze sequences.
This document summarizes research on effective practices for remedial education in community colleges over the past 30 years. It finds that early research by Roueche and colleagues identified several effective instructional techniques, such as establishing clear course goals and objectives, using mastery learning, and providing a highly structured learning environment. Later studies validated these findings. Additionally, early research found that centralized remedial programs, program evaluation, and clearly defined program philosophies characterized successful programs. Later research continued to support these characteristics of effective remedial education. While mandatory assessment was found to benefit students, mandatory course placement had mixed effects due to the types of students it brought into remedial programs.
1. The document discusses the importance and role of science labs in school education. It provides a brief history of the use of labs in high school chemistry and physics classes in the late 19th century.
2. The document then lists several objectives that can be achieved through science labs, such as developing skills, understanding concepts, cognitive abilities, and attitudes. However, it also notes that research has found "no significant differences" between lab and non-lab instruction in terms of information retention and test scores.
3. While labs may not be as effective for information retention, the document argues they are still useful for developing skills in scientific inquiry. Some studies have found labs can increase problem-solving abilities and be helpful for
How International Is Our School? MA DissertationStephen Taylor
This dissertation describes the development and pilot testing of tools to evaluate the international-mindedness and global engagement (IMaGE) of schools. The author conducted a literature review to define IMaGE and identify 8 factors ("radials") that influence it. Rubrics were created to measure each radial. The tools were pilot tested via case study at the author's international school in Japan. 10 faculty volunteers used the rubrics to assess the school's IMaGE, generating a "web chart." Results provided preliminary feedback on the school's IMaGE and identified areas for improvement. While limitations restrict reliability, the web chart showed potential as an evaluation tool if further developed and tested with larger samples. The study aimed to advance understanding of
Development and validation of a Learning Progression of basic astronomy pheno...Silvia Galano
The document describes the development and validation of a learning progression for basic astronomy phenomena. It discusses:
1) The aims of developing learning progressions to improve science education and describe how student understanding develops over time.
2) Research questions about characterizing student understanding of astronomical concepts like seasons and eclipses, and developing and validating a learning progression.
3) Methods used including open response questionnaires to develop initial levels of understanding, and a multiple choice assessment to empirically validate the hypothesized learning progression levels.
This document discusses the declining English proficiency levels among Filipino high school students and the rationale for improving English skills. It notes that English proficiency is deteriorating based on national test scores, and that only 1 in 5 public high school teachers are proficient in English. The government recognizes the problem and has taken steps like mandating English instruction in elementary schools. The document presents a study that aims to determine the English proficiency level of fourth year high school students at Dalaguete National High School and provide recommendations for improvement.
Vmax Screen Protector introduction - JocelynJocelyn Cai
Vmax is a Chinese company founded in 2005 that produces mobile device screen protectors. It started with PET screen protectors and now also produces tempered glass, TPU, and PET film protectors. Vmax has over 100 employees and 5000 square meters of factory space. It aims to be a trusted partner and provide quality products, customer service, and a wide range of screen protectors to customers around the world. The document then provides details on several tempered glass, TPU, and PET film screen protector models for iPhone 7, Samsung Note 7, and other devices.
El documento describe los pasos que un grupo siguió para encontrar un artículo completo en Dialnet y el catálogo FAMA. Primero buscaron el artículo en Dialnet y lo encontraron completo. Luego intentaron otro artículo que no estaba completo en Dialnet, así que buscaron la revista a la que pertenecía en FAMA y accedieron al artículo completo a través de la revista electrónica.
International Trends in Science Education ResearchBenjamin Debisme
1) The document discusses diversity in research in science education, noting that science education research encompasses a variety of topics from learning and teaching to assessment and equity.
2) Over the past 30 years, different types of research from small-scale studies to large-scale assessment programs have been used, borrowed from other disciplines.
3) The document also examines research on the status of science teaching, the impact of technology on teaching, concerns about scientific literacy, and how science education research can better influence policy and practice.
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
This document presents two new taxonomies related to pedagogical content knowledge (PCK) for science teachers. The General Taxonomy of PCK categorizes the different types of knowledge bases for various science disciplines, subjects, and topics. The Taxonomy of PCK Attributes identifies and characterizes the key components of PCK based on previous research. These taxonomies are intended to provide organizational frameworks to guide future research on developing PCK in science teacher education programs.
This document discusses principles and strategies for teaching physics. It advocates for active, constructivist learning approaches like the 5E learning cycle. Recommended teaching strategies include using graphic organizers, puzzles, models, Predict-Observe-Explain activities, and technology integration. Research supports peer instruction methods, optimal seating arrangements, and use of multimedia modules. Assessment tools discussed are concept inventories that identify common student misconceptions.
The document summarizes research supporting differentiated instruction as a model for addressing increasing student diversity in classrooms. It discusses Vygotsky's sociocultural theory of learning and zone of proximal development as providing a conceptual framework. Research highlights the need to consider individual differences in learning styles, intelligence, and brain functioning. Traditional uniform instruction fails to meet the needs of diverse students. Differentiated instruction allows teachers to accommodate variations through flexible grouping, content, process, and product.
This document summarizes a paper that discusses the use of information and communication technologies (ICT) in teaching and learning. It addresses four main issues: 1) the tension between teaching about ICT versus teaching through ICT, 2) the persistence of teachers' pedagogical styles, 3) the importance of teacher confidence and competence with ICT, and 4) curriculum contradictions that can arise when incorporating ICT into established subject areas. The document emphasizes that ICT alone does not improve learning - it depends on how teachers integrate ICT into their pedagogical approaches and address challenges to existing teaching practices.
This document describes the Resources for Scientists in Partnership with Education (ReSciPE) program, which provides professional development workshops to scientists engaged in education and outreach. The goal is to help scientists understand best practices in science education so they can more effectively communicate with students and the public. The introductory workshop focuses on inquiry-based learning and shows scientists how to teach scientific concepts through hands-on activities. Evaluations found the workshops increased scientists' willingness and ability to participate in education. The research also provides a framework to guide the professional development of scientist educators.
This document describes a year-long cooperative student team project (STP) used as a major component of an interdisciplinary Master of Environmental Science degree program. The goal of the program is to teach students an environmental problem-solving algorithm through direct experiential application via the STP. Students acquire team skills, research skills, and learn to present professionally. The STP is similar to other small group techniques and has had positive impacts, though specific problems have been identified. Examples of successful STP projects are provided.
This document summarizes a study on misconceptions in chemistry among freshmen students at Mindanao University of Science and Technology (MUST). The study aims to determine which chemistry topics students have misconceptions about, the reasons for these misconceptions, and how misconceptions compare between male and female students. It outlines the problem statement, research questions, hypothesis, significance of the study, assumptions, limitations, and definition of key terms. The theoretical framework discusses prior research on students' understanding of concepts like solutions, molecular models, and multiple representations.
This document provides a critical review of a Grade 10 Introductory Physics course as part of the International Baccalaureate Middle Years Programme (MYP). It examines the course's ability to achieve selected MYP science aims, including acquiring scientific knowledge and skills, developing critical thinking, and developing awareness of implications of science. The review finds tensions between the course's traditional content-focus and the MYP's emphasis on concept-based and values-based learning. While the course achieves some aims well, recommendations are made to better align it with the evolving MYP framework.
This document summarizes a study that examined the effects of adapting homework instructions to match the characteristics of Dutch HAVO 4 students. The study found:
1) Adapting homework instructions to fit students' characteristics significantly increased students' homework motivation, primarily by increasing their expectancy of success.
2) Effects varied by subject, with mathematics and economics students reporting significantly higher motivation, while history and chemistry students showed no significant changes.
3) Pre-existing differences in students' planning skills and relationships with teachers significantly impacted their homework expectancy levels. Students with below-average scores on these characteristics had lower expectancy.
The results suggest adapting homework instructions based on student characteristics can increase motivation and that teachers should differentiate instructions
The document discusses the Primary Connections program, which aims to improve science education in Australian primary schools. It provides professional development for teachers and curriculum resources that use an inquiry approach integrated with literacy skills. Key features include the 5E teaching model, cooperative learning strategies, and embedding assessment in teaching and learning. Research found the program improved teachers' confidence and practice of science, and increased the time and status given to science in schools.
C ience and pedagogy working togethererGladys Rivera
This document compares three active learning pedagogies: problem-based learning (PBL), process-oriented guided inquiry learning (POGIL), and peer-led team learning (PLTL). PBL uses open-ended problems to drive student-centered learning, POGIL uses structured group activities based on a learning cycle, and PLTL supplements regular courses with peer-led workshops. The document contrasts the fundamental aspects, classroom characteristics, and out-of-class components of each approach to help instructors choose which may best suit their needs.
The document discusses issues around transitioning students from primary to secondary school science classes. It provides an overview of transition phases and examines student expectations and potential disappointments. It also discusses best practices for primary science education and effective consolidation strategies for secondary teachers to help students adjust.
This document summarizes a study that used eye-tracking to analyze the gaze patterns ("scanpaths") of expert and novice teachers from the UK and Hong Kong. The study found:
1) Teachers' attentional and communicative gaze scanpaths were more similar within expertise and cultural groups than across groups, suggesting expertise and culture influence gaze.
2) Expert teachers constantly referred back to students through focused gaze during both attentional and communicative gaze, while expert teachers in Hong Kong scanned students more than experts in the UK.
3) Scanpath analysis provides insights into the underlying cognitive processes guiding teacher gaze that aggregate measures cannot, and suggests expertise and culture shape these gaze sequences.
This document summarizes research on effective practices for remedial education in community colleges over the past 30 years. It finds that early research by Roueche and colleagues identified several effective instructional techniques, such as establishing clear course goals and objectives, using mastery learning, and providing a highly structured learning environment. Later studies validated these findings. Additionally, early research found that centralized remedial programs, program evaluation, and clearly defined program philosophies characterized successful programs. Later research continued to support these characteristics of effective remedial education. While mandatory assessment was found to benefit students, mandatory course placement had mixed effects due to the types of students it brought into remedial programs.
1. The document discusses the importance and role of science labs in school education. It provides a brief history of the use of labs in high school chemistry and physics classes in the late 19th century.
2. The document then lists several objectives that can be achieved through science labs, such as developing skills, understanding concepts, cognitive abilities, and attitudes. However, it also notes that research has found "no significant differences" between lab and non-lab instruction in terms of information retention and test scores.
3. While labs may not be as effective for information retention, the document argues they are still useful for developing skills in scientific inquiry. Some studies have found labs can increase problem-solving abilities and be helpful for
How International Is Our School? MA DissertationStephen Taylor
This dissertation describes the development and pilot testing of tools to evaluate the international-mindedness and global engagement (IMaGE) of schools. The author conducted a literature review to define IMaGE and identify 8 factors ("radials") that influence it. Rubrics were created to measure each radial. The tools were pilot tested via case study at the author's international school in Japan. 10 faculty volunteers used the rubrics to assess the school's IMaGE, generating a "web chart." Results provided preliminary feedback on the school's IMaGE and identified areas for improvement. While limitations restrict reliability, the web chart showed potential as an evaluation tool if further developed and tested with larger samples. The study aimed to advance understanding of
Development and validation of a Learning Progression of basic astronomy pheno...Silvia Galano
The document describes the development and validation of a learning progression for basic astronomy phenomena. It discusses:
1) The aims of developing learning progressions to improve science education and describe how student understanding develops over time.
2) Research questions about characterizing student understanding of astronomical concepts like seasons and eclipses, and developing and validating a learning progression.
3) Methods used including open response questionnaires to develop initial levels of understanding, and a multiple choice assessment to empirically validate the hypothesized learning progression levels.
This document discusses the declining English proficiency levels among Filipino high school students and the rationale for improving English skills. It notes that English proficiency is deteriorating based on national test scores, and that only 1 in 5 public high school teachers are proficient in English. The government recognizes the problem and has taken steps like mandating English instruction in elementary schools. The document presents a study that aims to determine the English proficiency level of fourth year high school students at Dalaguete National High School and provide recommendations for improvement.
Vmax Screen Protector introduction - JocelynJocelyn Cai
Vmax is a Chinese company founded in 2005 that produces mobile device screen protectors. It started with PET screen protectors and now also produces tempered glass, TPU, and PET film protectors. Vmax has over 100 employees and 5000 square meters of factory space. It aims to be a trusted partner and provide quality products, customer service, and a wide range of screen protectors to customers around the world. The document then provides details on several tempered glass, TPU, and PET film screen protector models for iPhone 7, Samsung Note 7, and other devices.
El documento describe los pasos que un grupo siguió para encontrar un artículo completo en Dialnet y el catálogo FAMA. Primero buscaron el artículo en Dialnet y lo encontraron completo. Luego intentaron otro artículo que no estaba completo en Dialnet, así que buscaron la revista a la que pertenecía en FAMA y accedieron al artículo completo a través de la revista electrónica.
Psicologia per competicions de mitja y llarga distanciaMarta Ocaña
Powepoint de la xerrada sobre entrenament psicològic per esports de resistència: atletisme, ciclisme, triatló, natació, etc. Impartida per la psicòloga Marta Ocaña. En la xerrada es donen consells pràctics per esportistes i per entrenadors.
- The document examines evidence of urban development and demographic changes in Pilsen, a neighborhood in Chicago with a historically large Mexican population. It finds increases in median income, property values, and the Hispanic population in the southern part of Pilsen, but decreases in the Hispanic population north of Cermak Road, suggesting gentrification is occurring. The timeline provided shows Pilsen became a center for Mexican immigrants in Chicago from the 1950s-1980s and grassroots organizations fought for community rights, though poverty and neglect became issues.
El documento discute el papel de la tecnología en la educación. Señala que las herramientas tecnológicas son vitales para el proceso de enseñanza y aprendizaje al permitir enseñar de manera más realista y lograr los objetivos educativos de profesores y estudiantes. Sin embargo, una revolución educativa con tecnología requiere planificación cuidadosa para aprovechar sus beneficios y evitar sus desventajas, como la desigualdad de acceso o dependencia excesiva. El documento concluye
Pesquisa apresentada no 29o Congresso Brasileiro de Zoologia afirma que, apesar da degradação ambiental, recifes e corais têm se adaptado às mudanças de temperatura e se recuperado rapidamente. Pesquisadora da UFBA mostrará estudos sobre o estado dos recifes da Bahia e sua capacidade de adaptação. Cientistas homenageados durante o evento.
This document provides commentary on Leviticus 17 from multiple scholars and interpreters. It discusses the main points of the chapter, which include forbidding the eating of blood and sacrificing animals anywhere other than at the altar at the Tabernacle. The commentary examines the context, meaning and implications of the regulations in Leviticus 17. It also analyzes how this chapter fits within the structure of the book of Leviticus as a whole.
This study examined student teachers' understanding of earth science concepts and found they had uneven and incomplete ideas that prevented a holistic understanding. The study identified four main types of alternative conceptions that acted as barriers to learning the relationships between concept groups. These preconceptions could influence how new knowledge is interpreted. Constructivist teaching methods aim to avoid alternative conceptions by having students express and discuss their own ideas. Considering students' preconceptions in lesson planning and curriculum development may help them more scientifically develop fundamental science concepts, which are building blocks for further learning.
human rescources locally available experts in mathematicsAju Pillai
This document discusses using locally available experts in mathematics to promote inquiry-based learning. It defines experts as not only mathematicians but also teachers, teaching assistants, advanced peers, and parents who are trained to ask thoughtful questions and guide students through problem solving and demonstrations. The experts model strategies and coach students, creating a community of learning similar to an apprenticeship. While traditional instruction emphasizes memorization, research shows inquiry-based and reform-based practices that engage students in investigation, communication, and collaborative reasoning are more effective.
This document discusses scenarios designed for teachers to use digital technologies in mathematics classrooms. It suggests that scenarios should be developed by teachers to be relevant for teachers. Scenarios are proposed as a new format for technology-enabled learning activities that make explicit the learning environment, encourage thinking outside the box, provide reflection on new learning types, and inspire new concept generation. Teachers are well-positioned to develop these scenarios because they make daily decisions about curriculum design and implementation based on classroom contexts and student needs, and are creative in designing technology-integrated lessons, though this work often remains tacit.
This document summarizes a research study that developed and tested an approach to teaching and learning science called the "representation construction approach." The approach is based on students generating, negotiating, and refining scientific representations with teacher guidance. The study involved researchers working with teachers over three years to design and implement teaching units focused on representation construction. Student and teacher interactions were video recorded and analyzed. Interviews with students and teachers also provided data. The analysis resulted in a set of principles for the representation construction approach. Examples are provided of how the principles were implemented in classrooms and the positive learning outcomes they facilitated for students.
This document discusses the role of the science teacher educator in developing scientific attitudes in students. It makes three key points:
1. The science teacher educator must facilitate conceptual change in preservice and inservice teachers by challenging their traditional views of teaching and learning science and encouraging new ways of thinking.
2. The educator must establish a learning environment that promotes inquiry, values thinking, and encourages exploration of ideas to safely facilitate this conceptual change.
3. Equally important is engaging students in a learning community that fosters interaction, communication, and social construction of knowledge to promote meaningful learning and development of scientific literacy.
This document discusses different types of curriculum and how they interact. It identifies 8 types of curriculum: recommended, written, supported, tested, taught, learned, hidden, and excluded. The recommended curriculum comes from subject matter experts, while the written curriculum is found in official documents. The tested curriculum has the strongest influence on what is taught. There is often a gap between what is taught and what students actually learn. A high-quality curriculum allows in-depth study of important topics and problems and uses various learning strategies.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for transforming teacher education, training, and professional development related to educational technology integration. Over five years of research, the authors have studied how teachers develop TPCK and how this framework can guide research on technology integration.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for teacher training programs, professional development, and educational research on technology integration. They have studied the development of TPCK through a design-based research project working with teachers.
This document discusses the role of laboratory activities in science education. It notes that while labs have long been seen as important for engaging students and helping them learn science concepts, research has failed to show a direct relationship between lab experience and student learning. The document examines different types of lab activities and variables that impact their effectiveness. It emphasizes the need for more detailed descriptions of lab contexts in research to better understand how to design labs that promote learning goals.
ACTION RESEARCH AND THE PROFESSIONAL DEVELOPMENT OF TEACHERSRenee Lewis
This document discusses action research as an effective method for teacher professional development. It begins by explaining how traditional forms of professional development, like workshops and graduate courses, are often ineffective because the information does not relate directly to the classroom. Action research empowers teachers by having them systematically study their own practice to improve instruction. The document then outlines the basic steps of action research, including identifying a problem, reviewing literature, collecting and analyzing data, drawing conclusions, and creating an action plan. It argues that action research is an efficient way to develop teachers and help close the gap between research and classroom practice.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
Action Research In Second Language Teacher EducationCynthia King
This chapter discusses action research (AR) in second language teacher education. AR combines action and research, with the goal of improving social situations like classrooms. It involves developing and testing plans to improve a situation, observing the effects of changes, and reflecting to plan further actions. AR has been used in teacher education to address problems, innovate curriculum, reduce gaps between research and practice, develop teacher reflection, and teach research skills. While AR can support professional development, many teachers have not heard of it or lack support for conducting it. Barriers to AR include lack of time, resources, and research training as well as school structures.
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ecting.docxssuserf9c51d
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using learning journals in higher and continuing education
ARTHUR M. LANGERTeachers College, Columbia University in the City of New York, 203 Lewisohn Hall, Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for encouraging critical re� ection among non-traditional students and to compare variances with studies among traditional students. An objective of the study was to understand how adult students in a ‘technical’ computer class responded to the requirement for learning journals. Qualitative research focused on whether learning journals prove to be an effective teaching tool in science-based, adult learning. The study was conducted at Columbia University’s Computer Technology programme in Continuing Education. Results suggest that non-traditional students are more skeptical than traditional students about using learning journals and more likely to use them as study tools. An implication of this study is that student perception and skepticism of the assignment can affect the objective of developing re� ective thinking. This implication stresses the need to account for student perception in studies on learning journals and critical re� ection.Introduction
The use of learning journals as a method for engaging traditional students in critical re� ection has been widely discussed in the literature. However, their use in assisting adult non-traditional students, particularly those who are engaged in profession-orientated educational programmes of continuing higher education has received comparatively little attention. This paper focuses on the question of how the use of journals impacted the learning process of adult students of the latter category and how this impact compared to that of students of the former category. Speci� cally, the study focused on students attending a computer technology class. The class, Computer Architecture, is a required course in an 18-month computer technology certi� cation programme at Columbia University. The courses in this certi� cation programme are designed for adult students interested in changing their careers. The curriculum focuses on real-world topics that are essential to the effective technology practitioner in the workplace. The instructor for the course required the submission of a weekly learning journal from each student during the 15-week course. Students were asked to be re� ective about new career opportunities and how to apply technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd DOI: 10.1080/13562510220144824
For the purposes of the study, a select number of journals were reviewed from three successive semesters of the same class; each had over 100 students. Subsequent to the class, students were interviewed to provide further elucidation of the data supplied in th ...
Introduction to Learning and Teaching in Higher Education (Part 2)NewportCELT
This is Part 2 of the Introduction to the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley and Professor Simon Haslett in the afternoon of Monday 14th September 2009 on the Caerleon Campus of the University of Wales, Newport.
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWNBenitoSumpter862
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
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108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWNSantosConleyha
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
Name QC#7Date Question of the WeekPositive Asp.docxgilpinleeanna
Name: QC#7Date:
Question of the Week:
Positive Aspects:
Interesting Aspects:
Negative Aspects:
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same ...
Teacher’s role and learner’s role in postmethod eraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era of language teaching. It begins by explaining that the method era involved rigidly prescribed teaching techniques that limited teacher and learner autonomy. The post-method era emerged as an alternative that allows teachers to design their own principles and techniques based on their expertise and contextual factors. The document then reviews literature defining post-method and critiquing the limitations of methods. It discusses how post-method views the teacher and learner as autonomous actors who collaboratively construct the curriculum.
Teacher’s Role and Learner’s Role in Postmethod EraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era. It begins by explaining that the method era involved a top-down approach where theorists developed methods for teachers and learners to follow. However, methods lacked empirical evidence and did not account for local contexts. The post-method era values teacher autonomy and experience over prescribed methods. It defines the post-method teacher as one who constructs their own teaching approaches based on experience, learner needs, and frameworks, rather than following external methods. Learners are no longer passive recipients, but active participants in a bottom-up approach constructed by the teacher. The document reviews frameworks to guide post-method teachers and argues they allow for innovation while maintaining principles of effective
This document summarizes a research paper that examines the model of differentiated instruction. It provides background on differentiated instruction and the need to cater to increasingly diverse classrooms. The paper draws on Vygotsky's sociocultural theory of learning to provide a conceptual framework. Specifically, it discusses Vygotsky's zone of proximal development and the implications of his theory for teaching practices. A rationale for a new educational model is then presented, highlighting research on student diversity, learning styles, brain research, and multiple intelligences that support differentiated instruction.
Similar to Different Approach in Teaching and Learning in Science for Mongolian Secondary Schools (20)
Advanced control scheme of doubly fed induction generator for wind turbine us...IJECEIAES
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
Understanding Inductive Bias in Machine LearningSUTEJAS
This presentation explores the concept of inductive bias in machine learning. It explains how algorithms come with built-in assumptions and preferences that guide the learning process. You'll learn about the different types of inductive bias and how they can impact the performance and generalizability of machine learning models.
The presentation also covers the positive and negative aspects of inductive bias, along with strategies for mitigating potential drawbacks. We'll explore examples of how bias manifests in algorithms like neural networks and decision trees.
By understanding inductive bias, you can gain valuable insights into how machine learning models work and make informed decisions when building and deploying them.
Introduction- e - waste – definition - sources of e-waste– hazardous substances in e-waste - effects of e-waste on environment and human health- need for e-waste management– e-waste handling rules - waste minimization techniques for managing e-waste – recycling of e-waste - disposal treatment methods of e- waste – mechanism of extraction of precious metal from leaching solution-global Scenario of E-waste – E-waste in India- case studies.
ACEP Magazine edition 4th launched on 05.06.2024Rahul
This document provides information about the third edition of the magazine "Sthapatya" published by the Association of Civil Engineers (Practicing) Aurangabad. It includes messages from current and past presidents of ACEP, memories and photos from past ACEP events, information on life time achievement awards given by ACEP, and a technical article on concrete maintenance, repairs and strengthening. The document highlights activities of ACEP and provides a technical educational article for members.
CHINA’S GEO-ECONOMIC OUTREACH IN CENTRAL ASIAN COUNTRIES AND FUTURE PROSPECTjpsjournal1
The rivalry between prominent international actors for dominance over Central Asia's hydrocarbon
reserves and the ancient silk trade route, along with China's diplomatic endeavours in the area, has been
referred to as the "New Great Game." This research centres on the power struggle, considering
geopolitical, geostrategic, and geoeconomic variables. Topics including trade, political hegemony, oil
politics, and conventional and nontraditional security are all explored and explained by the researcher.
Using Mackinder's Heartland, Spykman Rimland, and Hegemonic Stability theories, examines China's role
in Central Asia. This study adheres to the empirical epistemological method and has taken care of
objectivity. This study analyze primary and secondary research documents critically to elaborate role of
china’s geo economic outreach in central Asian countries and its future prospect. China is thriving in trade,
pipeline politics, and winning states, according to this study, thanks to important instruments like the
Shanghai Cooperation Organisation and the Belt and Road Economic Initiative. According to this study,
China is seeing significant success in commerce, pipeline politics, and gaining influence on other
governments. This success may be attributed to the effective utilisation of key tools such as the Shanghai
Cooperation Organisation and the Belt and Road Economic Initiative.
Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...IJECEIAES
Medical image analysis has witnessed significant advancements with deep learning techniques. In the domain of brain tumor segmentation, the ability to
precisely delineate tumor boundaries from magnetic resonance imaging (MRI)
scans holds profound implications for diagnosis. This study presents an ensemble convolutional neural network (CNN) with transfer learning, integrating
the state-of-the-art Deeplabv3+ architecture with the ResNet18 backbone. The
model is rigorously trained and evaluated, exhibiting remarkable performance
metrics, including an impressive global accuracy of 99.286%, a high-class accuracy of 82.191%, a mean intersection over union (IoU) of 79.900%, a weighted
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for future exploration and optimization of advanced CNN models in medical
imaging, emphasizing addressing false positives and resource efficiency.
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The smart irrigation system represents an innovative approach to optimize water usage in agricultural and landscaping practices. The integration of cutting-edge technologies, including sensors, actuators, and data analysis, empowers this system to provide accurate monitoring and control of irrigation processes by leveraging real-time environmental conditions. The main objective of a smart irrigation system is to optimize water efficiency, minimize expenses, and foster the adoption of sustainable water management methods. This paper conducts a systematic risk assessment by exploring the key components/assets and their functionalities in the smart irrigation system. The crucial role of sensors in gathering data on soil moisture, weather patterns, and plant well-being is emphasized in this system. These sensors enable intelligent decision-making in irrigation scheduling and water distribution, leading to enhanced water efficiency and sustainable water management practices. Actuators enable automated control of irrigation devices, ensuring precise and targeted water delivery to plants. Additionally, the paper addresses the potential threat and vulnerabilities associated with smart irrigation systems. It discusses limitations of the system, such as power constraints and computational capabilities, and calculates the potential security risks. The paper suggests possible risk treatment methods for effective secure system operation. In conclusion, the paper emphasizes the significant benefits of implementing smart irrigation systems, including improved water conservation, increased crop yield, and reduced environmental impact. Additionally, based on the security analysis conducted, the paper recommends the implementation of countermeasures and security approaches to address vulnerabilities and ensure the integrity and reliability of the system. By incorporating these measures, smart irrigation technology can revolutionize water management practices in agriculture, promoting sustainability, resource efficiency, and safeguarding against potential security threats.
Using recycled concrete aggregates (RCA) for pavements is crucial to achieving sustainability. Implementing RCA for new pavement can minimize carbon footprint, conserve natural resources, reduce harmful emissions, and lower life cycle costs. Compared to natural aggregate (NA), RCA pavement has fewer comprehensive studies and sustainability assessments.
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DEEP LEARNING FOR SMART GRID INTRUSION DETECTION: A HYBRID CNN-LSTM-BASED MODEL
Different Approach in Teaching and Learning in Science for Mongolian Secondary Schools
1. The International Journal Of Engineering And Science (IJES)
|| Volume || 5 || Issue || 11 || Pages || PP 74-79 || 2016 ||
ISSN (e): 2319 – 1813 ISSN (p): 2319 – 1805
www.theijes.com The IJES Page 74
Different Approach in Teaching and Learning in Science for
Mongolian Secondary Schools
Huzeyfe CANBAZ
Assistant Principal of Darkhan Empathy school, Darkhan-Uul
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Date of Submission: 07 November 2016 Date of Accepted: 18 November 2016
--------------------------------------------------------------------------------------------------------------------------------------
I. INTRODUCTION
Constructivist approaches of learning in science suggest that learners can only make sense of new
situations in terms of their existing understandings. Previous information is used by learners to interpret
observations; meaning is constructed by individuals in a process of adding to or modifying their existing
opinions (Driver, 1983; Osborne and Freyberg, 1985; Scott, 1987). The effects of such a view are that teachers
need to find out the learners' opinions in order to take these into account in their teaching. Teachers then need to
ensure experiences which difficult the learners' current understanding in order to help them restructure their
opinions. One sample of a teaching and learning sequence which defines this kind of way is shown in Appendix
1 (Driver and Oldham, 1986).
Constructivist angles have had a important effect on recent research in science education in the UK and
elsewhere. Much recent research has been concerned with finding out the opinions which learners typically hold
in order to inform teaching. Many science teacher educators are persuaded of the value of a constructivist
viewpoint and actively promote a constructivist philosophy. As a result it is now commonplace to find that
teachers have been exposed to constructivist opinions, have a commitment to constructivist rules and have made
some attempt to modify their practice to take these rules into account. Recently curriculum materials have begun
to emerge which adopt an explicit constructivist way, Nuffield Primary Science (1993a) being a prominent
sample. Bentley and Watts (1991) claim that there is a difference between what they characterise as the "strong"
theoretical version of what is involved in constructivism and the "weak" version of constructivism in practice
which many teachers implement in their classrooms. It may be that teachers have misunderstood what the
researchers are saying and that any modification to their practice is based on a misinterpretation of constructivist
rules.Alternatively the difference claimed by Bentley and Watts may be evidence of a more important problem.
Our belief is that the model of constructivism generally put forward is one which is based largely on methods
which work for researchers rather than methods which work for teachers in typical classrooms. The discrepancy
between the version put forward by researchers and the version applied in the classroom may therefore be
indicative of a realistic response by teachers, who may be committed to a constructivist way in principle but
have to find ways of making this manageable in practice. We believe that a number of important problems about
how to make constructivism applicable to classrooms have not yet been addressed by the various research
groups.
Problems appertain to constructivist ways to teaching and learning
One problem is that of the separation of the phases of the constructivist teaching and learning sequence.
Although it is recognised that the elicitation phase may provoke learners to reconsider their thinking (Needham,
1987), the phases are generally described as separate and distinct (Driver and Oldham 1986; Needham, 1987;
Scott, 1987). Teachers commonly perceive these phases as separate, and Nuffield Primary Science (1993b)
proposes that teachers may have difficulty in switching from one phase to the other. Curriculum materials
produced by Leeds (1992) describe how teachers will find it easier to plan activities after the learner's opinions
have been identified. However as a model for teaching this separation is not helpful. The practicalities of timing
and planning for teaching make this model, which works well as part of a research programme, very difficult to
implement. The separation of the two phases also means that the goal of the elicitation phase is only evident to
the teacher and not to the learner.
Precisely how the learner's opinions can be taken into account in planning convenient restructuring
activities is also a cause for concern. In principle the suggestion that teachers should plan activities on the basis
of what the learner already knows and understands seems like an obvious way to proceed. The problem comes
with the sheer practicality of attempting to do that with a class of 30 or even 40 or more students. Even if the
teacher has adequate information about the learners' initial opinions, attempting to respond to their individual
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opinions can become an impossible exercise in classroom management. We know many teachers and student
teachers who have made a commitment to a constructivist way but feel guilty because they are unable to manage
to implement this in their practice. Guidance is readily available on the opinions which learners hold and on the
range of methods which researchers have used to elicit the learners' opinions (Driver et al, 1985; White and
Gunstone, 1992; Driver et al, 1994). However the guidance available to teachers on how to promote
restructuring of the learners' opinions is much more limited. Claxton (1986) described the "mountain of samples
of children's alternative conceptions" (p126) which were available at that time and noted that the guidance for
teachers on how to restructure the learners' opinions was less prominent in the literature. The balance in more
recent research remains weighted towards elicitation rather than restructuring, and the comments made by
Claxton have been reiterated by Trumper (1990), White (1994) and Prideaux (1995). Research into the opinions
that learners hold is relatively "safe" research, in that it is located within a well-documented paradigm, it is easy
to manage, and it is very difficult to difficult since it makes no attempt to predict or to prescribe what practice
will be effective. By contrast research into how to restructure the learners' opinions has few advantages, even
though it may be more valuable for teachers.
Underpinning these concerns is the problem of the relevance of the research to teachers. There seems to
be little doubt that researchers frequently are concerned about the classroom relevance of their research. For
sample, Driver and Oldham (1986) make it clear that the aim of the Children's Learning in Science Project is to
"devise, implement and evaluate teaching materials and tactics which attempt to promote conceptual change"
(p108), and the Nuffield Primary Science (1993a) materials are a direct outcome of the SPACE Research
Project. In both of these major UK projects teachers have had a central role in researching, developing and
trialling teaching materials. However Webb (1990) notes the difficulty for teachers working within a research
group to question the values, paradigms and frameworks to which that group is committed and points out the
danger of teachers being channelled into certain ways of interpreting their world in forms of research which
specifically set out to "emancipate" them (p26).
Thus the interest of teachers in research projects is no guarantee that the outcomes of the research will
be viewed as relevant by teachers outside the research groups. There is no doubt that research into the
alternative conceptions held by learners is valuable, but it is unfortunate that much of the research does not take
the next step of putting forward specific tactics for developing their opinions. This may help to explain why
many teachers have made only limited use of the research data. From an action research perspective (Elliot
1991) it appears that the the priority for much of the research has been to improve understanding of the situation
in which practice occurs rather than to improve practice directly (Carr and Kemmis, 1986).
Concept cartoons as a way to teaching and learning in science
It was in response to problems such as these that we developed our cartoon-style drawings as a means
of presenting alternative conceptions in science. On the first occasion that they were used we were looking for
alternative ways to engage a group of students in thinking about science concepts. We hoped that by presenting
alternative opinions in a visually accessible and appealing format we would be able to elicit the students'
opinions and ensure convenient challenges which might lead to their opinions being developed further. Typical
samples of the concept cartoons which were generated are shown in Figures 1 and 2 (Keogh and Naylor, 1996).
A positive response from the students concerned led to the decision to research the use of these concept cartoons
systematically. The concept cartoons appeared to ensure an innovative and effective way to teaching and
learning in science, with considerable potential value for teachers. They also appeared to address some of the
problems mentioned above, raising the possibility of offering an way to teaching and learning in science which
took account of the central rules of constructivist angles and which was firmly based on typical classroom
practice. Research literature provided a ready source of possible alternative viewpoints which could be
presented in a cartoon-style format. Driver et al (1985), SPACE Research Reports (1990-2) and Driver et al
(1994) were particularly useful as sources of alternative conceptions. Other sources of inspiration were our own
teaching experience, suggestions from colleagues and everyday life experience.
There are some limited references to cartoons and annotated drawings in the science education literature. They
have been used for eliciting the learner's opinions (White and Gunstone, 1992; Hayes et al, 1994), for
illustrating scientific opinions (Gonick and Huffman, 1990) and as a stimulus to reflection on attitudes in
science (Lock, 1991). However the wayes described in the literature do not attempt to explore the use of
cartoon-style drawings as a teaching and learning way in science in a systematic way.
In contrast to much educational research, which is sometimes criticised on the grounds that it is
frequently of little practical benefit to teachers (Hopkins, 1987; Day, 1995; Hargreaves, 1996), we believed that
the concept cartoons could have a direct and immediate effect in the classroom. They also seemed to promote a
goalful way to practical work - a "hands-on, minds-on" way (Lorsbach and Tobin, 1992) - rather than the more
mechanical way to practical work which is sometimes adopted (Woolnough and Allsop, 1985; Hodson, 1990).
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II. RESEARCH METHODOLOGY
An assessment of the use of concept cartoons was carried out by teachers and researchers working in a
variety of educational settings. These included school teachers covering the 5-18 age range, college lecturers,
teachers working with children with special educational needs, teachers of English as a second language and in-
service providers. These teacher-researchers were invited to use the cartoons and to evaluate them critically.
Data was collected by a combination of participant and non-participant observation, tape recordings,
questionnaires completed by the researchers, oral and written feedback from the learners involved, interviews
with some of the researchers and interviews with some of the learners. The groups observed have included
primary and secondary students, higher education students, parents and teachers. In many cases authentication
of the data was possible using a combination of investigator and methodological triangulation (Denzin 1970).
Action research with our own teaching groups allowed us to discuss alternative formats for the concept cartoons
with students and teachers as well as providing further assessment data. This led to a number of developments in
the format of the concept cartoons. These include a shift from negatively-worded to positively-worded
statements, a shift from statements to questions and a shift from single alternatives to multiple alternatives.
The concept cartoons have also been presented to a variety of audiences at local, regional, national and
international Conferences. This has been helpful in gauging the views of a larger cross-section of the teaching
population, since our main sample of about 80 teacher-researchers consisted of volunteers who were interested
in using the concept cartoons.
III. EVALUATING THE USE OF THE CONCEPT CARTOONS
Elicitation
The concept cartoons were intended to stimulate discussion and to make the learners' opinions explicit
through this discussion. The data consistently indicated that the concept cartoons were very effective in this
elicitation process. Many teachers commented on how the concept cartoons readily gave them access to the
learners' opinions and revealed the learners' conceptual development - "the opinions are so explicit they do not
require further probing" was one teacher's comment. One instance of this was an eight-year old child's
description of why snow is bright - "Sun pings onto snow, then pings off again into your eyes". A teacher
working with children with behavioral difficulties noted that "the children were less inhibited than when asked
questions verbally" and other teachers commented on how the concept cartoons were particularly useful for
encouraging discussion amongst students who are reluctant to reveal their own thinking.
Restructuring
Many of the teachers involved observed samples of restructuring in a range of teaching situations.
Teachers commented on how the concept cartoons promoted cognitive development in the learners. Learners
mentioned sometimes changing their minds when they discussed the concept cartoons - how they "had thought
one thing but now believed something else". The concept cartoons appeared to ensure a stimulus which
frequently led to the learner's opinions being modified and developed.
Linking together elicitation and restructuring
There is evidence that the concept cartoons have drawn together the elicitation and restructuring phases
of the constructivist teaching sequence. Several clear samples were observed where opinions were being
expressed and then modified during the discussions and investigations which emerged from the use of the
concept cartoons. In each instance the concept cartoon was the starting point for the discussion and in many no
further input to stimulate change in opinions was made by the teacher. One group of 13-14 year olds quickly
agreed that there would be no light if clouds covered the sun and then modified their opinions through
discussion within the group - "the sun goes behind the clouds so it goes duller not dark" and "the sun is powerful
so the light goes through the clouds". Learners were frequently able to make explicit the process which they had
gone through in developing their opinions. One student wrote about how the concept cartoons "really made me
change my mind" after discussing some concept cartoons with fellow students.
Promoting investigation
Several samples were quoted of the concept cartoons acting as a stimulus for investigation. One
situation was described where "within 10 minutes the whole group were engaged in active investigations".
Another teacher remarked on how the concept cartoons led to students testing out their opinions with "no further
prompting". Students noted that "you can see what the problem is" and talked about being "unable to wait" to
investigate their opinions. Although there were rare instances where the individual or group involved seemed
reluctant to engage in investigation, a ready progression from discussion to investigation was the usual response.
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Motivation and interest
Without exception teachers using the concept cartoons commented on the high levels of interest of the
learners. This was evident across the whole range of teaching situations observed. It was particularly notable
that the concept cartoons hearten interest amongst students who are normally reluctant to get involved in
discussion, enabling students who do not normally converse much about science to articulate their opinions
more readily.The level of motivation in each situation evaluated was described as high. Teachers remarked on
the speed and ease with which discussions started. The success of the concept cartoons in enthusing students
with low levels of motivation was noted by both students and teachers - "There are lots of naughty children in
our class but we are busy and better behaved . . . even Dennis, the naughtiest boy in our class, wanted to stay in
at the end of the lesson to carry on with the cartoons" was the comment from some 14 year old students in an
inner city school. The visual effect of the concept cartoons was emphasized by one pupil's comment that "it
beats written work any day!"
Transferability
The initial decisions about the value of this way in our own teaching have been replicated with a
variety of groups in many different teaching situations. These include primary and secondary schools, students
with special educational needs, students learning English as a second language, undergraduate and postgraduate
students, primary and secondary school teachers and parents. Although the clarity of some of the concept
cartoons has had to be improved, teachers generally found them remarkably easy to use and effective in their
outcomes. "You just photocopy and go!" was how one teacher described the process.
Other outcomes
Other outcomes have emerged from the research to extend the potential value for the concept cartoons.
Differentiation was one important problem. Although an attempt had been made to produce material which was
accessible at a range of levels, we had not anticipated enabling such a wide degree of access as was shown with
many of the cartoons. In some instances (Figure 4) the same concept cartoon generated considerable interest in
groups ranging from young children to adults holding degrees in physics! One teacher also noted how it was
possible to demonstrate progression of opinions within her class through the students' responses to the concept
cartoons.
IV. DISCUSSION
The use of concept cartoons as a means of enabling restructuring of opinions to occur seems
particularly important. As noted earlier, guidance on how to restructure the learners' opinions is less well
documented than the opinions that they hold and how to elicit them. Concept cartoons which demonstrate
alternative viewpoints appear to ensure an important extension to the range of tactics currently available to
teachers. They appear to offer a valuable strategy in a variety of teaching situations and with students covering a
wide range of ages and capabilities. Another important point is the way that the concept cartoons frequently
enabled the elicitation and restructuring phases of the constructivist teaching sequence to go on concurrently or
consecutively without the need for teacher intervention. Bentley and Watts (1991) recognise that the linearity of
the sequence form elicitation to restructuring is problematic. The use of the concept cartoons provides one
means by which the time interval between these two phases may be reduced, enabling the elicitation and
restructuring phases to be part of a more continuous process. From the learner's perspective this is probably a
more valuable way than one in which elicitation is separated temporally and procedurally from restructuring.
The concept cartoons enabled learners to become more aware of their own opinions and of possible alternative
viewpoints so that the need for further investigation became evident to them. Deciding what kind of
investigation would be most appropriate therefore became a matter of judgment for the learner rather than for
the teacher. In this way the concept cartoons helped to minimize the problem of teachers having to respond to
learners individually in the light of their opinions. The goal of elicitation was to help map out the context for an
investigation rather than simply to ensure teachers with information about the learner's current level of
understanding. Elicitation therefore became a more purposeful part of the process for the learners. The concept
cartoons were viewed by many of the teacher-researchers as providing a more realistic perspective on how the
constructivist teaching and learning framework might be applied in the classroom.
It is important that development and restructuring of opinions did not always require practical activity
as a stimulus. Although it is recognized that activity on its own does not guarantee learning (Driver, 1983;
Hodson, 1990; Keogh and Naylor, 1993), the belief persists in many teachers that practical activity is necessary
for learning in science to take place. The use of the concept cartoons demonstrates an way to learning in science
in which practical activity may not always be necessary, providing a useful sample of a context for learning
which "engages the intellect . . and fires the imagination" (Millar and Driver, 1987, p56).
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The use of concept cartoons is consistent with the model of generative science teaching put forward by
Wittrock (1994), in which he notes the significance of the learner's attention in promoting learning. They appear
to ensure a powerful stimulus to learners to focus their attention on constructing meaningful explanations for the
situations described in the drawings. In this way they promote the active engagement of the learner, which is a
vital part of the learning process (Millar and Driver, 1987; Somekh and Davies, 1991). The element of cognitive
conflict built into the concept cartoons provides an important parallel with the more typical use of cartoons for
humour (Larson 1989) and appears to have an effect on motivation. The effect of the use of the concept cartoons
on the motivation of learners must be one of the most important factors in evaluating their use in the classroom.
Woolnough (1994) notes that if students are motivated and if they are given the freedom and the opportunity,
they will find ways of learning. If they are not, they will not bother (page 111).
The focus of this research has been on the value of concept cartoons as a teaching and learning way in
science. We have been conscious in the research of the need to ensure that teachers have been fully involved,
not only in the assessment of the cartoons but also in constructing the assessment criteria. Much of the
assessment has been unrestricted, with teachers making their own decisions about how they chose to evaluate
the use of the concept cartoons. In every case the extent to which the concept cartoons have had a positive effect
in the classroom has been a central feature of the assessment process. One unanticipated outcome of the research
has been the effect on our own practice. The use of the concept cartoons with our own teaching groups has
hearten us to reflect on our own practice and has led to important developments in our practice and in our
understanding of how best to implement a constructivist way in the classroom. Areas where our practice has
changed importantly have included the goal of elicitation, the link between elicitation and restructuring and how
the learners' opinions can be taken into account.
We recognize that our views about constructivist rules and practice may be based on a
misunderstanding of some aspects of the relevant literature. However we have first-hand evidence that our
views about the difficulty of putting constructivist opinions into practice are shared by many teachers. If we
have misunderstood the effects of the literature then we suspect that many teachers share our misunderstanding,
and we would see it as a priority for research groups to attempt to minimize any possible misunderstandings of
the effects of their work. It is encouraging Nuffield Primary Science, which is based firmly on the SPACE
Research Project, has recognized the importance of the problems that we have raised and has begun to address
them in its most recent publication (Nuffield 1996), pointing out the difference between research and teaching.
We hope that our research will help to promote further development of constructivist frameworks in the future.
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