WorldWideScience

Sample records for relevant concept teachers

  1. Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

    Science.gov (United States)

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2010-01-01

    This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

  2. Microdosing: Concept, application and relevance

    Directory of Open Access Journals (Sweden)

    Tushar Tewari

    2010-01-01

    Full Text Available The use of microdose pharmacokinetic studies as an essential tool in drug development is still to catch on. While this approach promises potential cost savings and a quantum leap in efficiencies of the drug development process, major hurdles still need to be overcome before the technique becomes commonplace and part of routine practice. Clear regulations in Europe and the USA have had an enabling effect. The lack of enabling provisions for microdosing studies in Indian regulation, despite low risk and manifest relevance for the local drug development industry, is inconsistent with the country′s aspirations to be among the leaders in pharmaceutical research.

  3. The foundation of the concept of relevance

    DEFF Research Database (Denmark)

    Hjørland, Birger

    2010-01-01

    that what was regarded as the most fundamental view by Saracevic in 1975 has not since been considered (with very few exceptions). Other views, which are based on less fruitful assumptions, have dominated the discourse on relevance in information retrieval and information science. Many authors have...... reexamined the concept of relevance in information science, but have neglected the subject knowledge view, hence basic theoretical assumptions seem not to have been properly addressed. It is as urgent now as it was in 1975 seriously to consider “the subject knowledge view” of relevance (which may also...... be termed “the epistemological view”). The concept of relevance, like other basic concepts, is influenced by overall approaches to information science, such as the cognitive view and the domain-analytic view. There is today a trend toward a social paradigm for information science. This paper offers...

  4. THEORETICAL CONCEPTIONS OF GEOGRAPHY TEACHERS

    Directory of Open Access Journals (Sweden)

    Eloy Montes Galbán

    2007-11-01

    Full Text Available The main goal of this research was to determine the current theoretical concepts handled by third stage basic education geography teachers. A non experimental descriptive study was made. Data was collected through a semi structured questionnaire. The population was conformed by the teachers who work at the National schools placed in the parishes Raul Leoni and Cacique Mara of Maracaibo city, Zulia State. There is not clarity in regard to the correct handling of the different geographic currents, and the slight notion teachers have leans towards a traditional, descriptive, retrospective memory based conception.

  5. Conceptions of Assessment and Teacher Burnout

    Science.gov (United States)

    Pishghadam, Reza; Adamson, Bob; Sadafian, Shaghayegh Shayesteh; Kan, Flora L. F.

    2014-01-01

    Teacher burnout is an important phenomenon that affects the education system and society as a whole. Assessment represents a form of stress for teachers, and this study explores the association between teachers' assessment-related beliefs and their burnout level. To this end, the Teachers' Conceptions of Assessment (TCoA) inventory along with the…

  6. Music Teachers' Everyday Conceptions of Musicality.

    Science.gov (United States)

    Brandstrom, Sture

    1999-01-01

    Investigates music teachers' everyday conceptions of musicality through (1) a pilot study involving music teachers in higher education and (2) interviews with teachers in music teacher education and in compulsory school. Finds in the pilot the categories of musical achievement, musical experience, and musical communication, while the interviews…

  7. Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

    Science.gov (United States)

    Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

    2012-02-01

    This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

  8. Pre-Service Teachers' Conceptions of Probability

    Science.gov (United States)

    Odafe, Victor U.

    2011-01-01

    Probability knowledge and skills are needed in science and in making daily decisions that are sometimes made under uncertain conditions. Hence, there is the need to ensure that the pre-service teachers of our children are well prepared to teach probability. Pre-service teachers' conceptions of probability are identified, and ways of helping them…

  9. Preservice Science Teachers' Beliefs about Astronomy Concepts

    Science.gov (United States)

    Ozkan, Gulbin; Akcay, Hakan

    2016-01-01

    The purpose of this study was to investigate preservice science teachers' conceptual understanding of astronomy concepts. Qualitative research methods were used. The sample consists of 118 preservice science teachers (40 freshmen, 31 sophomores, and 47 juniors). The data were collected with Astronomy Conceptual Questionnaire (ACQ) that includes 13…

  10. Teachers' Misunderstanding: The Concept of Inclusive Education

    Science.gov (United States)

    Sanagi, Tomomi

    2016-01-01

    Teachers' misunderstanding the concept of inclusive education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of inclusive education with conjoint analysis and cluster analysis. The participants for this…

  11. Student Teachers' Conceptions of Teaching Biology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2014-01-01

    The purpose of this qualitative study was to investigate prospective biology teachers' conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students' learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective biology…

  12. Teachers' Conceptions of Mathematical Modeling

    Science.gov (United States)

    Gould, Heather

    2013-01-01

    The release of the "Common Core State Standards for Mathematics" in 2010 resulted in a new focus on mathematical modeling in United States curricula. Mathematical modeling represents a way of doing and understanding mathematics new to most teachers. The purpose of this study was to determine the conceptions and misconceptions held by…

  13. Secondary School Teachers' Knowledge Level of the Concepts of ...

    African Journals Online (AJOL)

    Secondary School Teachers' Knowledge Level of the Concepts of Environmental ... Huria: Journal of the Open University of Tanzania ... level of the certificate of secondary education geography teachers when teaching the concepts of ...

  14. Relevance of NET first wall concept for DEMO DN

    International Nuclear Information System (INIS)

    Kiltie, J.S.

    1987-01-01

    Design studies for the Next European Torus (NET) have produced a design concept for the first wall. This concept features poloidal water cooling, double contained in a welded steel structure which is protected by radiatively cooled tiles. In this appendix the relevance of this concept to a DEMO is examined with particular emphasis given to the ability of the cooling tube arrangement to remove the heat. A suggested modification to the arrangement of coolant tubes is suggested so that the design can operate at the higher loadings of a DEMO. (author)

  15. Relevance as a Subjective and Situational Multidimensional Concept

    NARCIS (Netherlands)

    C. Eickhoff (Carsten)

    2012-01-01

    htmlabstractRelevance is the central concept of information retrieval. Although its important role is unanimously accepted among researchers, numerous different definitions of the term have emerged over the years. Considerable effort has been put into creating consistent and universally applicable

  16. An Analysis of Prospective Teachers' Knowledge for Constructing Concept Maps

    Science.gov (United States)

    Subramaniam, Karthigeyan; Esprívalo Harrell, Pamela

    2015-01-01

    Background: Literature contends that a teacher's knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2)…

  17. Joint Concept Correlation and Feature-Concept Relevance Learning for Multilabel Classification.

    Science.gov (United States)

    Zhao, Xiaowei; Ma, Zhigang; Li, Zhi; Li, Zhihui

    2018-02-01

    In recent years, multilabel classification has attracted significant attention in multimedia annotation. However, most of the multilabel classification methods focus only on the inherent correlations existing among multiple labels and concepts and ignore the relevance between features and the target concepts. To obtain more robust multilabel classification results, we propose a new multilabel classification method aiming to capture the correlations among multiple concepts by leveraging hypergraph that is proved to be beneficial for relational learning. Moreover, we consider mining feature-concept relevance, which is often overlooked by many multilabel learning algorithms. To better show the feature-concept relevance, we impose a sparsity constraint on the proposed method. We compare the proposed method with several other multilabel classification methods and evaluate the classification performance by mean average precision on several data sets. The experimental results show that the proposed method outperforms the state-of-the-art methods.

  18. Are classical process safety concepts relevant to nanotechnology applications?

    International Nuclear Information System (INIS)

    Amyotte, Paul R

    2011-01-01

    The answer to the question posed by the title of this paper is yes - with adaptation to the specific hazards and challenges found in the field of nanotechnology. The validity of this affirmative response is demonstrated by relating key process safety concepts to various aspects of the nanotechnology industry in which these concepts are either already practised or could be further applied. This is accomplished by drawing on the current author's experience in process safety practice and education as well as a review of the relevant literature on the safety of nanomaterials and their production. The process safety concepts selected for analysis include: (i) risk management, (ii) inherently safer design, (iii) human error and human factors, (iv) safety management systems, and (v) safety culture.

  19. Turkish Prospective Chemistry Teachers' Alternative Conceptions about Acids and Bases

    Science.gov (United States)

    Boz, Yezdan

    2009-01-01

    The purpose of this study was to obtain prospective chemistry teachers' conceptions about acids and bases concepts. Thirty-eight prospective chemistry teachers were the participants. Data were collected by means of an open-ended questionnaire and semi-structured interviews. Analysis of data indicated that most prospective teachers did not have…

  20. Media Narratives and Possibilities for Teachers' Embodied Concepts of Self

    Science.gov (United States)

    Townsend, Jane S.; Ryan, Patrick A.

    2012-01-01

    Non-print media of radio, television, and film tell narratives about the image and practice of teachers, but how might these media narratives shape conceptions of teachers as well as teachers' conceptions of themselves? What elements of the media narratives do we incorporate and reject in the narratives that we construct about their professional…

  1. The concept of branding: is it relevant to nursing?

    Science.gov (United States)

    Dominiak, Mary C

    2004-10-01

    This concept exploration examines branding and its relevance to nursing. Branding is used to differentiate products through use of symbols. The symbols are the brands that are designed to communicate the value of products. Nursing has had many identifying symbols, such as the nurse's cap and the white uniform, but these symbols have failed to clearly communicate the essence of nursing. Lack of a distinct nursing brand has led to confusion about the discipline. The Roy adaptation model provides a view of branding as a process for clearly defining the profession, improving its image, and differentiating its role within the healthcare milieu.

  2. Seventh Graders' Conceptions of Teachers: An Interpretive Analysis.

    Science.gov (United States)

    Mergendoller, John R.; Packer, Martin J.

    1985-01-01

    Characterizes students' conceptions of teachers through the interpretive analysis of common expressions students use to describe teachers and classroom experiences. Four descriptive categories were the foci for student's characterizations of teachers: academic work, instructional facility, classroom experience, and personal characteristics. A…

  3. Student Teachers' Conceptions of Creativity in the Secondary Music Classroom

    Science.gov (United States)

    Kokotsaki, Dimitra

    2011-01-01

    This study aims to explore the meaning of the concept of creativity from the perspective of student teachers pursuing a one year teacher training course following their first degree. Seventeen student teachers following a specialist music teaching route in secondary education were selected as the sample for this study to offer their understanding…

  4. Pre-Service Teachers' Mental Models of Basic Astronomy Concepts

    Science.gov (United States)

    Arslan, A. Saglam; Durikan, U.

    2016-01-01

    The aim of the present study is to determine pre-service teachers' mental models related to basic astronomy concepts. The study was conducted using a survey method with 293 pre-service teachers from 4 different departments; physics education, science education, primary teacher education and early childhood education. An achievement test with…

  5. Pre-Service Teachers' Concept Images on Fractal Dimension

    Science.gov (United States)

    Karakus, Fatih

    2016-01-01

    The analysis of pre-service teachers' concept images can provide information about their mental schema of fractal dimension. There is limited research on students' understanding of fractal and fractal dimension. Therefore, this study aimed to investigate the pre-service teachers' understandings of fractal dimension based on concept image. The…

  6. Faculty development of university teachers: analysis and systematization of the concept

    Directory of Open Access Journals (Sweden)

    Alba MADINABEITIA EZKURRA

    2017-12-01

    Full Text Available Faculty development of university teachers is recognized as a relevant factor for improving the quality of education in higher education institutions. However, behind this term different conceptions and practices are hiding. This article aims to analyze this concept over time and to understand deeply the complexity of their meanings, for which we will focus on socio-historical production contexts and on scientific research. To this end, it has been made a bibliographical review of the most relevant Anglo-Saxon literature in this educational field. The analysis allows us to conclude that it has been moving from an approach oriented to supporting teachers in their development as teachers, professionals and/or academics, towards another, focused on promoting effective teaching and learning processes at micro and macro level. These challenges highlight the need to foster broader visions that, beyond teachers, focus on institutions, frameworks, and infrastructures that target teaching and learning.

  7. Teachers' and parents' conceptions of students' academic success and failure

    OpenAIRE

    Hočevar, Nina

    2017-01-01

    Personal conceptions regarding academic (in)efficiency are directing the thinking and behaviour of all those involved in the educational process. Due to the subjectivity and complexity of personal conceptions, the individuals are experiencing academic (in)efficiency differently. Also, various factors contribute to students academic (in)efficiency, including teachers and parents. The Master's thesis deals with personal conceptions of teachers and parents about academic (in)efficiency. In the t...

  8. Pre-Service Teachers' Conceptions of Effective Teacher Talk: Their Critical Reflections on a Sample Teacher-Student Dialogue

    Science.gov (United States)

    Lee, Ji-Eun; Kim, Kyoung-Tae

    2016-01-01

    This study aimed to explore pre-service elementary teachers' (PSTs') conceptions of effective teacher talk in mathematics instruction, which were interpreted primarily based on the concept of communicative approach. This was accomplished through a task that involves analyzing and evaluating a sample teacher-student dialogue. This study…

  9. Content knowledge of prospective elementary school teacher for fractional concepts

    Science.gov (United States)

    Pattimukay, N.; Juniati, D.; Budiarto, M. T.

    2018-03-01

    The aim of this study was to describe the content knowledge especially the concept of fraction of prospective elementary school teacher. The purpose of this study is to describe the content knowledge, especially the concept of fraction of prospective elementary school teacher. The subject of the study was one of prospective elementary school teacher of Pattimura University. This research is qualitative research. Data were collected through the provision of tests to explore the knowledge content of primary school teacher candidates about fractional concepts. Then continued with qualitative data analysis. The results of this study are as follows: that the prospective primary school teacher defines fractions as part of the whole if an object is divided into equal parts, so that the part that has been divided is part of the whole. Furthermore, the prospective elementary school teacher understood the fractions as division shown in two ways, namely the prospective elementary school teacher understood the fraction as a division operation, the primary school teacher candidate interpreted the fraction as a division when an object is divided be part of the same. Meanwhile, the fraction as a ratio is interpreted as the relationship between a pair of numbers. Then, the denominations are interpreted as a ratio between the numerator and the denominator of the same value. The prospective elementary school teacher also understands fractions of value when simplifying fractions. Primary school teacher candidates understand the concept of fractional operations.

  10. Exploring physics concepts among novice teachers through CMAP tools

    Science.gov (United States)

    Suprapto, N.; Suliyanah; Prahani, B. K.; Jauhariyah, M. N. R.; Admoko, S.

    2018-03-01

    Concept maps are graphical tools for organising, elaborating and representing knowledge. Through Cmap tools software, it can be explored the understanding and the hierarchical structuring of physics concepts among novice teachers. The software helps physics teachers indicated a physics context, focus questions, parking lots, cross-links, branching, hierarchy, and propositions. By using an exploratory quantitative study, a total 13-concept maps with different physics topics created by novice physics teachers were analysed. The main differences of scoring between lecturer and peer-teachers’ scoring were also illustrated. The study offered some implications, especially for physics educators to determine the hierarchical structure of the physics concepts, to construct a physics focus question, and to see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.

  11. Music Teachers' Personal Concepts: Qualitative Classroom Research in Music Education

    Directory of Open Access Journals (Sweden)

    Anne Niessen

    2008-01-01

    Full Text Available How do music teachers reflect on planning and performing school lessons? How do their experiences influence their teaching arrangements? In a qualitative research project the author uses the "Individualkonzept" (personal concept to explore what music teachers think while planning music lessons. In addition, the relationship between personal concepts and biographical experiences is investigated. In accordance with grounded theory methodology, interviews with teachers were analyzed first at the level of the single interviews; followed by developing a grounded theory about the music teachers' personal concepts and their embedding in biography. In doing so an integrative pattern emerged unfolding in time as a learning process. Results of the research suggest finding forms of in-service-training for teachers that will allow them to foster a self-conscious acquaintance with their own biographical background. URN: urn:nbn:de:0114-fqs080178

  12. ORIGINAL ARTICLE EFL Teachers' Conceptions and Attitudes of ...

    African Journals Online (AJOL)

    Keywords: Peer-Assisted Learning; EFL Teachers; Conceptions of learning; ..... people learn and thus effectiveness of ... feelings and how he/she assesses the value ..... to peer-assisted learning, their bad .... Disabilities, 31 (4), 284-292.

  13. Opinions of Physical Education Teachers on the Concept of Sportsmanship

    Science.gov (United States)

    Koç, Yakup; Esentürk, Oguz Kaan

    2018-01-01

    The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a…

  14. Pre-Service Physics Teachers' Conceptions of Nature of Science

    Science.gov (United States)

    Buaraphan, Khajornsak

    2011-01-01

    Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS.…

  15. On the Concept "Microscope": Biology Student Teachers' Cognitive Structure

    Science.gov (United States)

    Kurt, Hakan; Ekici, Gulay; Aktas, Murat; Aksu, Ozlem

    2013-01-01

    The purpose of the current study is to determine biology student teachers' cognitive structures on the concept of microscope. Qualitative research methodology has been applied in the study. The data were collected from biology student teachers. Free word association test and drawing-writing test were used to collect data. The data collected were…

  16. Secondary Teachers' Conception of Various Forms of Complex Numbers

    Science.gov (United States)

    Karakok, Gulden; Soto-Johnson, Hortensia; Dyben, Stephenie Anderson

    2015-01-01

    This study explores in-service high school mathematics teachers' conception of various forms of complex numbers and ways in which they transition between different representations of these forms. One 90-min interview was conducted with three high school mathematics teachers after they completed three professional development sessions, each 4 h, on…

  17. Geography Teachers' Metaphors Concerning the Concept of "Geography"

    Science.gov (United States)

    Sagdic, Mustafa

    2013-01-01

    The purpose of the present study is to reveal geography teachers' perception on the concept of "Geography", by means of the metaphors they use. The study was participated by 116 geography teachers working in several high-schools in Istanbul City center within the 2012-2013 academic year. Answers to the following questions were sought in…

  18. Preservice Teachers' Conceptions about Animals and Particularly about Spiders

    Science.gov (United States)

    Jambrina, Carmen Urones; Vacas, Jose Manuel; Sanchez-Barbudo, Miguel

    2010-01-01

    Introduction: This article explores the scientific ideas and alternative conceptions that pre-service teachers have regarding animal classification and spiders in particular. Method: The study involved 40 pre-service teachers of elementary education in Spain and the data was collected by means of questionnaires, descriptions and drawings. The…

  19. Teachers' and Students' Conceptions of Good Science Teaching

    Science.gov (United States)

    Yung, Benny Hin Wai; Zhu, Yan; Wong, Siu Ling; Cheng, Man Wai; Lo, Fei Yin

    2013-01-01

    Capitalizing on the comments made by teachers on videos of exemplary science teaching, a video-based survey instrument on the topic of "Density" was developed and used to investigate the conceptions of good science teaching held by 110 teachers and 4,024 year 7 students in Hong Kong. Six dimensions of good science teaching are identified…

  20. The Relationships between Teachers' Self-Concepts and their ...

    African Journals Online (AJOL)

    The goal of this study was to explore the relationships between teachers' self concepts and their classroom interaction patterns. The sample comprised 70 Junior Secondary School Teachers in the three Educational Zones in Cross River State. The two instruments used for the study were (i) The Adjective Self Description ...

  1. Teacher Self-Concept and Teacher Effectiveness as Perceived by Teachers of English and Students of Senior High Schools

    Directory of Open Access Journals (Sweden)

    Chuzaimah Dahlan Diem

    2016-02-01

    Full Text Available The purpose of this study was to investigate whether self-concept of EFL teachers influenced their effectiveness in teaching English as a foreign language, as perceived by both teachers and students. The study involved 275 EFL teachers and 88 senior high school students in South Sumatra. Variables of education, teaching experience, and age were analyzed using multiple regression analysis, and specific hypotheses were tested to see whether the addition of the other independent variables could add to the effectiveness of the teacher. The results showed significant relationships between self-concept and all the four factors used to define teacher effectiveness. The combination of self-concept and experience serves as the first salient factor influencing the four factors of teacher effectiveness in addition to self-concept alone. Education was also found to be a factor which influenced teacher effectiveness

  2. Digital Libraries in the Classroom: Secondary School Teachers' Conception

    Science.gov (United States)

    Abrizah, A.; Zainab, A. N.

    2011-01-01

    This paper presents findings from a case study investigating secondary school teachers' understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and…

  3. Queensland Teachers' Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes

    Science.gov (United States)

    Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

    2011-01-01

    The conceptions Queensland teachers have about assessment purposes were surveyed in 2003 with an abridged version of the Teacher Conceptions of Assessment Inventory. Multi-group analysis found that a model with four factors, somewhat different in structure to previous studies, was statistically different between Queensland primary and (lower)…

  4. Indonesian Teacher Engagement Index (ITEI): An Emerging Concept of Teacher Engagement in Indonesia

    Science.gov (United States)

    Sasmoko; Doringin, F.; Indrianti, Y.; Goni, A. M.; Ruliana, P.

    2018-02-01

    This paper presents a new concept of teacher engagement in Indonesia. The various studies in this paper examine various perspectives and even criticize the initial research on teacher engagement, so as to build the concept of different teacher engagement and in accordance with the Indonesian context so that it can be implemented and has direct impact as a guideline on improving the quality of teachers and education personnel in Indonesia. The method used in this paper is the Neuroresearch research method focused on exploratory research. The conclusion of this research is the development of Indonesian Teacher Engagement Index concept (ITEI) as a concept that describes the condition of teachers who experienced various psychological conditions positively, actively participate in building positive education, able to show good performance, have supportive competence, have national character as Characteristic of Indonesia and able to show the nationalism leadership engagement.

  5. The PRT Concept -- US Experiences and Their Relevance for Norway

    National Research Council Canada - National Science Library

    Vaagland, Per O

    2008-01-01

    ...) in Afghanistan, and Norway's concept of operations of PRTs in that country. One of the goals of this study is to examine the challenges connected with the establishment of such a concept, which is interagency and civilian-military in nature...

  6. Future Science Teachers' Understandings of Diffusion and Osmosis Concepts

    Science.gov (United States)

    Tomazic, Iztok; Vidic, Tatjana

    2012-01-01

    The concepts of diffusion and osmosis cross the disciplinary boundaries of physics, chemistry and biology. They are important for understanding how biological systems function. Since future (pre-service) science teachers in Slovenia encounter both concepts at physics, chemistry and biology courses during their studies, we assessed the first-,…

  7. Prospective Mathematics Teachers' Understanding of the Base Concept

    Science.gov (United States)

    Horzum, Tugba; Ertekin, Erhan

    2018-01-01

    The purpose of this study is to analyze what kind of conceptions prospective mathematics teachers (PMTs) have about the base concept (BC). One-hundred and thirty-nine PMTs participated in the study. In this qualitative research, data were obtained through open-ended questions, the semi-structured interviews and pictures of geometric figures drawn…

  8. [Autonomy: to what extent is the concept relevant in psychiatry?].

    Science.gov (United States)

    de Wit, F A

    2012-01-01

    Autonomy is an important concept in psychiatry, but because it is a somewhat abstract and ambiguous notion, it is not applicable in its entirety in a psychiatric context. This becomes obvious in situations where patients are receiving long term care and treatment. To modify the concept of autonomy in such a way that it acquires an extra dimension that renders it applicable to daily psychiatric practice. The literature was reviewed in order to find articles that reveal the tensions that arise between autonomy and dependence in psychiatry and that reflect the human characteristics that are concealed behind the modern concepts of autonomy, freedom and respect for autonomy. Concepts such as person, identity, acknowledgement, dialogical ethics and life histories are used as an addition to the concepts of autonomy of Kant and Mill. A phenomenological and a context sensitive conception of autonomy is needed within the perspective of dialogical ethics. A dialogical perspective requires from psychiatric professionals a susceptibility for what the patient as a human being really has to say. On the basis of a dialogue where there is space and attention for life histories, backgrounds and the potentials of patients, a new perspective can be developed that is shared by the persons involved. In psychiatry, statements about real autonomy and genuine respect for autonomy are only truly meaningful within the context of doctors, nurses and patients. A hermeneutic approach to patients which involves dialogue creates new opportunities in the field of staff-patient relations.

  9. Ionization Energy: Implications of Preservice Teachers' Conceptions

    Science.gov (United States)

    Tan, Kim Chwee Daniel; Taber, Keith S.

    2009-01-01

    The results from a study to explore pre-service teachers' understanding of ionization energy, a topic that features in A-level (grade 11 and 12) chemistry courses. in Singapore , is described. A previous study using a two-tier multiple choice diagnostic test has shown that Singapore A-level students have considerable difficulty understanding the…

  10. Secondary School Mathematics in Perspective: Conceptions of its Nature and Relevance.

    Science.gov (United States)

    Frid, Sandra; White, Loren

    This study investigated the nature of secondary school students' and teachers' conceptions of what mathematics is, the purposes of school mathematics, and the outcomes of school mathematics. Interviews were conducted with a sample of grades 10, 11, and 12 students (n=40), teachers (n=19), counselors (n=2), and administrators (n=2) from a large…

  11. The development of animal personality : relevance, concepts and perspectives

    NARCIS (Netherlands)

    Stamps, Judy; Groothuis, Ton G.G.

    2010-01-01

    Recent studies of animal personality have focused on its proximate causation and its ecological and evolutionary significance, but have mostly ignored questions about its development, although an understanding of the latter is highly relevant to these other questions. One possible reason for this

  12. The missing dimension: the relevance of people's conception of time.

    Science.gov (United States)

    Norgate, Sarah H; Davies, Nigel; Speed, Chris; Cherrett, Tom; Dickinson, Janet

    2014-02-01

    While a timely conceptual innovation for the digital age, the "map" proposed by Bentley et al. would benefit from strengthening through the inclusion of a non-clock-time perspective. In this way, there could be new hypotheses developed which could be applied and tested relevant to more diverse societies, cultures, and individuals.

  13. Study of the reactor relevance of the NET design concept

    International Nuclear Information System (INIS)

    Reynolds, P.; Worraker, W.J.

    1987-08-01

    The objective of the study was to explore the reactor relevance of NET, i.e. whether the technologies and design principles proposed for NET can be directly extrapolated to a demonstration power reactor (DEMO). The main areas of study were those near to the plasma, namely the divertor, first wall and tritium breeding blanket. Other aspects which were investigated were tritium permeation and recovery, reactor maintenance, afterheat and effects of disruptions. The principal results of the study are briefly presented; the details of the work are given in fourteen appendices. These appendices were selected for INIS and indexed separately. The overall conclusion of the study is that the NET design is only partly relevant to the design requirements of a DEMO reactor. (U.K.)

  14. Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

    Science.gov (United States)

    Christ, Tanya; Sharma, Sue Ann

    2018-01-01

    Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

  15. Brazilian science teachers conceptions about the world situation

    Directory of Open Access Journals (Sweden)

    Maria Lúcia Vital dos Santos Abib

    2000-09-01

    Full Text Available Recognizing the urgent need of a scientific education thet would provide for citizen participation in decision making regarding problems that affect our survival, this paper reports teachers perceptions about problems that affect the future of human kind and life in our planet. Taking as reference recent studies which approach this issue globally, we analyse science teachers conceptions concerning the present world situation. Results show a fragmentary character and an insufficient conscientization of the extent and serioussness of the problems. This finding points at the need of formative actions that would provide teachers with a more adequate perspection of those problems and of possible solutions.

  16. Design Concepts. Teacher Edition. Marketing Education LAPs.

    Science.gov (United States)

    Hawley, Jana

    This learning activity packet is designed to help prepare students to acquire a competency: how to use design concepts in preparation for a career in the fashion industry. The unit consists of the competency, four objectives, suggested learning activities, transparency masters, and a pretest/posttest with answer keys. Activities include a…

  17. A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

    Science.gov (United States)

    Redman, Elizabeth Horst

    This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

  18. Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

    Science.gov (United States)

    Razak, Rafiza Abdul; Kaur, Dalwinder; Halili, Siti Hajar; Ramlan, Zahri

    2016-01-01

    Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers' professional development. Literature has revealed many shortcomings of the traditional and online professional development…

  19. Primary School Teachers' Conceptions of Teaching Art Criticism.

    Science.gov (United States)

    McSorely, Julie

    1996-01-01

    Utilizes a phenomenographic (study of the world as it is conceptualized) qualitative study to ascertain art teachers' attitudes towards teaching art criticism. Categorizes six conceptions of teaching art criticism and includes a description and interpretation of each. Discusses the limitations of these approaches and the implications for teacher…

  20. Enhancing Elementary Pre-Service Teachers' Plant Processes Conceptions

    Science.gov (United States)

    Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie

    2016-01-01

    Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to…

  1. Nanotechnology in medicine and relevance to dermatology: Present concepts

    Directory of Open Access Journals (Sweden)

    K H Basavaraj

    2012-01-01

    Full Text Available Nanotechnology and nanomedicine are complementary disciplines aimed at the betterment of human life. Nanotechnology is an emerging branch of science for designing tools and devices of size 1-100 nm, with unique functions at the cellular, atomic and molecular levels. The concept of using nanotechnology in medical research and clinical practice is known as nanomedicine. Today, nanotechnology and nanoscience approaches to particle design and formulations are beginning to expand the market for many drugs and forming the basis for a highly profitable niche within the industry, but some predicted benefits are hyped. Under many conditions, dermal penetration of nanoparticles may be limited for consumer products such as sunscreens, although additional studies are needed on potential photooxidation products, experimental methods and the effect of skin condition on penetration. Today, zinc oxide and titanium dioxide nanoparticles (20-30 nm are widely used in several topical skin care products such as sunscreens. Thus, in the present scenario, nanotechnology is spreading its wings to address the key problems in the field of medicine. The benefits of nanoparticles have been shown in several scientific fields, but very little is known about their potential to penetrate the skin. Hence, this review discusses in detail the applications of nanotechnology in medicine with more emphasis on the dermatologic aspects.

  2. Making Geoscience Data Relevant for Students, Teachers, and the Public

    Science.gov (United States)

    Taber, M.; Ledley, T. S.; Prakash, A.; Domenico, B.

    2009-12-01

    The scientific data collected by government funded research belongs to the public. As such, the scientific and technical communities are responsible to make scientific data accessible and usable by the educational community. However, much geoscience data are difficult for educators and students to find and use. Such data are generally described by metadata that are narrowly focused and contain scientific language. Thus, data access presents a challenge to educators in determining if a particular dataset is relevant to their needs, and to effectively access and use the data. The AccessData project (EAR-0623136, EAR-0305058) has developed a model for bridging the scientific and educational communities to develop robust inquiry-based activities using scientific datasets in the form of Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) chapters. EET chapters provide step-by-step instructions for accessing specific data and analyzing it with a software analysis tool to explore issues or concepts in science, technology, and mathematics. The AccessData model involves working directly with small teams made up of data providers from scientific data archives or research teams, data analysis tool specialists, scientists, curriculum developers, and educators (AccessData, http://serc.carleton.edu/usingdata/accessdata). The process involves a number of steps including 1) building of the team; 2) pre-workshop facilitation; 3) face-to-face 2.5 day workshop; 4) post-workshop follow-up; 5) completion and review of the EET chapter. The AccessData model has been evolved over a series of six annual workshops hosting ~10 teams each. This model has been expanded to other venues to explore expanding its scope and sustainable mechanisms. These venues include 1) workshops focused on the data collected by a large research program (RIDGE, EarthScope); 2) a workshop focused on developing a citizen scientist guide to conducting research; and 3) facilitating a team on an annual basis

  3. Optimized maintenance concept of safety relevant valves related to ageing management features in nuclear power plants

    International Nuclear Information System (INIS)

    Koring, R.

    2007-01-01

    This paper presents the existing concept in E.ON Kernkraft and its sound application to ageing management issues by focussing on group 2 components such as safety relevant valves. It is demonstrated how the maintenance concept of safety relevant valves is supported by a valve diagnostic system accompanied by an applied procedure to assess the measured results with respect to the required functionality and ageing phenomena. Furthermore this concept has been developed to optimize the existing preventive maintenance of the safety relevant valves by implementing condition oriented aspects derived from the diagnostic results. The main issue of this maintenance concept is to demonstrate the high level of the secured function, reliability and performance of the safety relevant valves within an integrated ageing management. Additionally it offers improvements of all preventive maintenance issues as maintenance periods and the component related volume, spare parts management and costs. (author)

  4. On the Concept of "Respiration": Biology Student Teachers' Cognitive Structures and Alternative Conceptions

    Science.gov (United States)

    Kurt, Hakan; Ekici, Gulay; Aktas, Murat; Aksu, Ozlem

    2013-01-01

    In researches, the subject of respiration has been determined to be among subjects about whom participants from all educational levels struggle to form their cognitive structures and have many alternative conceptions. This research was carried out in order to determine biology student teachers' cognitive structures and alternative conceptions…

  5. Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation

    Science.gov (United States)

    Bulunuz, Nermin; Jarrett, Olga S.

    2009-01-01

    This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

  6. Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy

    Science.gov (United States)

    Borrero, Noah; Ziauddin, Asra; Ahn, Alexandra

    2018-01-01

    This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

  7. Supporting pre-service science teachers in developing culturally relevant pedagogy

    Science.gov (United States)

    Krajeski, Stephen

    This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class. To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1) How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy? 2) How do pre-service science teachers view the importance of culturally relevant pedagogy for supporting student learning? How do their practices in the field change these initial views?

  8. The Role of Relevance in Future Teachers' Utility Value and Interest toward Technology

    Science.gov (United States)

    Kale, Ugur; Akcaoglu, Mete

    2018-01-01

    Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers' utility value…

  9. What Do Pre-Service Physics Teachers Know and Think about Concept Mapping?

    Science.gov (United States)

    Didis, Nilüfer; Özcan, Özgür; Azar, Ali

    2014-01-01

    In order to use concept maps in physics classes effectively, teachers' knowledge and ideas about concept mapping are as important as the physics knowledge used in mapping. For this reason, we aimed to examine pre-service physics teachers' knowledge on concept mapping, their ideas about the implementation of concept mapping in physics…

  10. Enhancing Elementary Pre-service Teachers' Plant Processes Conceptions

    Science.gov (United States)

    Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie

    2016-06-01

    Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs' pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs' plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes.

  11. An Evaluation of the Relative Efficiency for Various Relevant Labor Markets: An Empirical Approach for Establishing Teacher Salaries

    Science.gov (United States)

    Young, I. Phillip; Delli, Dane A.; Miller-Smith, Kimberly; Buster, Amy

    2004-01-01

    Costs associated with teacher salaries are relative in that these costs are referenced to a relevant labor market rather than based on the absolute value of the services provided by teachers. Because the selection of a relevant labor market can substantially influence the costs associated with teacher salaries, a field study was conducted to…

  12. CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION

    Directory of Open Access Journals (Sweden)

    Astuti Azis

    2015-07-01

    Full Text Available Despite numerous quantitative studies on teachers’ conceptions and practices of assessment, little research exists regarding the unique assessment environment of Indonesia. This study uses both quantitative and qualitative data to examine how Indonesian junior high school teachers understand assessment and how their conceptions of assessment relate to their assessment practices. This mixed methods study adopted a participant selection model in which quantitative data was analysed to select participants for the qualitative phase. Participants of this study believed that the purpose of assessment was to improve teaching and learning and also to demonstrate the accountability of students and school. They tended to disagree with the view that assessment is irrelevant. Further analysis of the data revealed that teachers’ conceptions of assessment were conflicted. They were keen to use assessment practices to improve their classroom teaching, but felt that the state-wide examination policy requirements constrained their efforts. This suggests that government, policy makers, and curriculum developers must work to build a strong synergy among themselves in order to share consistent goals with teachers. If cultural expectations of school assessment and government policy were aligned, Indonesian teachers may be better able to resolve conflict between their beliefs and assessment practices.

  13. Predictors of Teachers' Use of ICT in School--The Relevance of School Characteristics, Teachers' Attitudes and Teacher Collaboration

    Science.gov (United States)

    Drossel, Kerstin; Eickelmann, Birgit; Gerick, Julia

    2017-01-01

    This paper is based on the research question of what predictors (school characteristics, teachers' attitudes, teacher collaboration and background characteristics) determine secondary school teachers' frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor…

  14. Evidence-Based Indicators of Neuropsychological Change in the Individual Patient: Relevant Concepts and Methods

    Science.gov (United States)

    Duff, Kevin

    2012-01-01

    Repeated assessments are a relatively common occurrence in clinical neuropsychology. The current paper will review some of the relevant concepts (e.g., reliability, practice effects, alternate forms) and methods (e.g., reliable change index, standardized based regression) that are used in repeated neuropsychological evaluations. The focus will be on the understanding and application of these concepts and methods in the evaluation of the individual patient through examples. Finally, some future directions for assessing change will be described. PMID:22382384

  15. Investigating the Relationship between Teachers' Nature of Science Conceptions and Their Practice of Inquiry Science

    Science.gov (United States)

    Atar, Hakan Yavuz; Gallard, Alejandro

    2011-01-01

    In addition to recommending inquiry as the primary approach to teaching science, developers of recent reform efforts in science education have also strongly suggested that teachers develop a sound understanding of the nature of science. Most studies on teachers' NOS conceptions and inquiry beliefs investigated these concepts of teachers' NOS…

  16. Relationships between Prospective Elementary Teachers' Classroom Practice and Their Conceptions of Biology and of Teaching Science.

    Science.gov (United States)

    Meyer, Helen; Tabachnick, B. Robert; Hewson, Peter W.; Lemberger, John; Park, Hyun-Ju

    1999-01-01

    Discusses three prospective elementary teachers' conceptions of teaching science and selected portions of their knowledge base in life science. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 21 references. (Author/WRM)

  17. Prospective Mathematics Teachers' Ability to Identify Mistakes Related to Angle Concept of Sixth Grade Students

    Science.gov (United States)

    Arslan, Cigdem; Erbay, Hatice Nur; Guner, Pinar

    2017-01-01

    In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students…

  18. A Study of Early Childhood Teachers' Conceptions of Creativity in Hong Kong

    Science.gov (United States)

    Cheung, Rebecca Hun Ping; Mok, Magdalena Mo Ching

    2013-01-01

    The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal…

  19. A Comparison of Exemplary Biology, Chemistry, Earth Science, and Physics Teachers' Conceptions and Enactment of Inquiry

    Science.gov (United States)

    Breslyn, Wayne; McGinnis, J. Randy

    2012-01-01

    Teachers' use of inquiry has been studied largely without regard for the disciplines in which teachers practice. As a result, there is no theoretical understanding of the possible role of discipline in shaping teachers' conceptions and enactment of inquiry. In this mixed-methods study, conceptions and enactment of inquiry for 60 National Board…

  20. Marginal Teachers from the Eyes of School Principals: Concept, Problems and Management Strategies

    Science.gov (United States)

    Erdogan, Cetin; Demirkasimoglu, Nihan

    2016-01-01

    This research aimed to determine how Turkish principals define marginal teachers and which strategies they use to deal with them. Within this purpose, the following points are examined: (a) the concept of marginal teacher, (b) the underlying reasons for marginal teacher behaviors, (c) the problems marginal teachers cause in school settings, (d)…

  1. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

  2. They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy

    Science.gov (United States)

    Nash, Kindel

    2018-01-01

    Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education…

  3. Measuring Teacher Dispositions: Identifying Workplace Personality Traits Most Relevant to Teaching Professionals

    Science.gov (United States)

    Yao, Yuankun; Pagnani, Alexander; Thomas, Matt; Abellan-Pagnani, Luisa; Brown, Terrell; Buchanan, Dawna Lisa

    2017-01-01

    What personality traits represent dispositions most relevant to teaching professionals? Could an instrument reflecting work personality traits for a wide variety of professions provide a valid assessment of dispositions for teacher candidates? This study analyzed the internal structure of a state mandated dispositions assessment that was adapted…

  4. Prospective mathematics teachers' understanding of the base concept

    Science.gov (United States)

    Horzum, Tuğba; Ertekin, Erhan

    2018-02-01

    The purpose of this study is to analyze what kind of conceptions prospective mathematics teachers(PMTs) have about the base concept(BC). One-hundred and thirty-nine PMTs participated in the study. In this qualitative research, data were obtained through open-ended questions, the semi-structured interviews and pictures of geometric figures drawn by PMTs. As a result, it was determined that PMTs dealt with the BC in a broad range of seven different images. It was also determined that the base perception of PMTs was limited mostly to their usage in daily life and in this context, they have position-dependent and word-dependent images. It was also determined that PMTs named the base to explain the BC or paid attention to the naming of three-dimensional geometric figures through the statement: 'objects are named according to their bases'. At the same time, it was also determined that PMTs had more than one concept imageswhich were contradicting with each other. According to these findings, potential explanations and advices were given.

  5. A Review of Concepts from Policy Studies Relevant for the Analysis of EFA in Developing Countries

    OpenAIRE

    Lall, Marie

    2007-01-01

    This paper aims to give an introduction to the central concepts and the literature of Policy Studies in education. The first part of the paper addresses the questions of what policy is. How is it made and why is it relevant? It looks in particular at the role of the state and the Policy cycle framework which is an analytical tool that helps to analyse how policy is made and later implemented. The second part then focuses on the central concepts. The two main paradigms of education policy stud...

  6. Student Teachers' Conceptions about Global Warming and Changes in Their Conceptions during Pre-Service Education: A Cross Sectional Study

    Science.gov (United States)

    Cimer, Sabiha Odabasi; Cimer, Atilla; Ursavas, Nazihan

    2011-01-01

    Global warming is one of the important environmental problems whose dangerous effects are increasing gradually. The study reported herein aimed to reveal student teachers' conceptions about global warming and the effect of biology teacher education program on their awareness of this environmental issue. An open-ended questionnaire was used to…

  7. Exploring South African high school teachers' conceptions of the nature of scientific inquiry: a case study

    Directory of Open Access Journals (Sweden)

    Washington T Dudu

    2014-01-01

    Full Text Available The paper explores conceptions of the nature ofscientific inquiry (NOSI held by five teachers who were purposively and conveniently sampled. Teachers' conceptions of the NOSI were determined using a Probes questionnaire. To confirm teachers' responses, a semi-structured interview was conducted with each teacher. The Probes questionnaire was based on six tenets of the nature of scientific inquiry but only three tenets are presented in this paper, namely: (1 scientists use a variety of methods to conduct scientific investigations; (2 scientific knowledge is socially and culturally embedded; and (3 scientific knowledge is partly the product of human creativity and imagination. The study found that the teachers held mixed NOSI conceptions. These conceptions werefluid and lacked coherence, ranging from static, empiricist-aligned to dynamic, constructivist-oriented conceptions. Although all participants expressed some views that were consistent with current, acceptable conceptions of NOSI, some held inadequate (naïve views on the crucial three NOSI tenets. The significance of this study rests in recommending explicit teaching of NOSI duringpre-service and in-service training which enables teachers to possess informed conceptions about NOSI. With these informed conceptions, teachers may internalise the instructional importance of the NOSI which, in turn, may help avoid the lack of attention to NOSI currently evidenced in teachers' instructional decisions. This might result in teachers' orientations shifting towards an explicit inquiry-based approach from that of an implicit science process and discovery approach.

  8. Inservice Elementary and Middle School Teachers' Conceptions of Photosynthesis and Respiration

    Science.gov (United States)

    Krall, Rebecca McNall; Lott, Kimberly H.; Wymer, Carol L.

    2009-01-01

    The purpose of this descriptive study was to investigate inservice elementary and middle school teachers' conceptions of photosynthesis and respiration, basic concepts they are expected to teach. A forced-choice instrument assessing selected standards-based life science concepts with non-scientific conceptions embedded in distracter options was…

  9. A case study of analyzing student teachers' concept images of the ...

    African Journals Online (AJOL)

    This paper presents a tool for analyzing student teachers' concept images of the definite integral. The tool shows the basic concepts that underpin the concept of the definite integral and displays them in terms of process and object conceptions within various representations in the context of area under a curve. The use of ...

  10. Using Guided Reinvention to Develop Teachers' Understanding of Hypothesis Testing Concepts

    Science.gov (United States)

    Dolor, Jason; Noll, Jennifer

    2015-01-01

    Statistics education reform efforts emphasize the importance of informal inference in the learning of statistics. Research suggests statistics teachers experience similar difficulties understanding statistical inference concepts as students and how teacher knowledge can impact student learning. This study investigates how teachers reinvented an…

  11. The Power of Colombian Mathematics Teachers' Conceptions of Social/Institutional Factors of Teaching

    Science.gov (United States)

    Agudelo-Valderrama, Cecilia

    2008-01-01

    In this paper I shall discuss data from a study on Colombian mathematics teachers' conceptions of their own teaching practices of beginning algebra, which led to the development of a theoretical model of teachers' thought structures designed as a thinking tool at the initial stage of the study. With a focus on the perspectives of teachers, the…

  12. Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers' Perspectives

    Science.gov (United States)

    Mutodi, Paul; Chigonga, Benard

    2016-01-01

    This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive…

  13. Developing Preschool Teachers' Knowledge of Students' Number Conceptions

    Science.gov (United States)

    Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Tabach, Michal; Barkai, Ruthi

    2014-01-01

    This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…

  14. Gender differences in teachers' behaviors in relation to adolescents' self-concepts.

    Science.gov (United States)

    Mboya, M M

    1995-12-01

    Gender differences in the relationship between teachers' behaviors and adolescents' self-concepts were investigated in 276 (156 boys and 120 girls) Standard Ten students from two coeducational high schools in Langa, Cape Town, South Africa. The Perceived Teacher Behavior Inventory was used to measure adolescents' self-concepts. Analysis indicated significant differences in perceived teachers' behavior and adolescents' self-description scale scores between boys and girls. Further, students' self-concept dimensions most strongly associated with teachers' behaviors were relations with family, general school, and health.

  15. Preservice Elementary Mathematics Teachers' Level of Relating Mathematical Concepts in Daily Life Contexts

    Science.gov (United States)

    Akkus, Oylum

    2008-01-01

    The purpose of this study was to investigate preservice elementary mathematics teachers' ability of relating mathematical concepts and daily life context. Two research questions were set; what is the preservice elementary mathematics teachers' level of relating mathematical concepts and daily life context regarding to their education year and…

  16. Influence of Particle Theory Conceptions on Pre-Service Science Teachers' Understanding of Osmosis and Diffusion

    Science.gov (United States)

    AlHarbi, Nawaf N. S.; Treagust, David F.; Chandrasegaran, A. L.; Won, Mihye

    2015-01-01

    This study investigated the understanding of diffusion, osmosis and particle theory of matter concepts among 192 pre-service science teachers in Saudi Arabia using a 17-item two-tier multiple-choice diagnostic test. The data analysis showed that the pre-service teachers' understanding of osmosis and diffusion concepts was mildly correlated with…

  17. Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2013-01-01

    This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

  18. Prospective Elementary Teachers' Conceptions of Unitizing with Whole Numbers and Fractions

    Science.gov (United States)

    Tobias, Jennifer M.; Roy, George J.; Safi, Farshid

    2015-01-01

    This article examines prospective elementary teachers' conceptions of unitizing with whole numbers and fraction concepts and operations throughout a semester-long mathematics content course. Student work samples and classroom conversations are used to illustrate the types of unitizing understandings that prospective teachers bring to teacher…

  19. An Exploratory Study of Taiwanese Mathematics Teachers' Conceptions of School Mathematics, School Statistics, and Their Differences

    Science.gov (United States)

    Yang, Kai-Lin

    2014-01-01

    This study used phenomenography, a qualitative method, to investigate Taiwanese mathematics teachers' conceptions of school mathematics, school statistics, and their differences. To collect data, we interviewed five mathematics teachers by open questions. They also responded to statements drawn on mathematical/statistical conceptions and…

  20. Conceptions and Misconceptions about Neuroscience in Preschool Teachers: A Study from Argentina

    Science.gov (United States)

    Hermida, M. J.; Segretin, M. S.; Soni García, A.; Lipina, S. J.

    2016-01-01

    Background: Teachers' conceptions and misconceptions about neuroscience are crucial in establishing a proper dialogue between neuroscience and education. In recent years, studies in different countries have examined primary and secondary school teachers' conceptions. However, although preschool education has proved its importance to later academic…

  1. Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

    NARCIS (Netherlands)

    Jacobs, J.C.; Luijk, S.J. van; Galindo-Garre, F.; Muijtjens, A.M.; Vleuten, C.P.M. van der; Croiset, G.; Scheele, F.

    2014-01-01

    BACKGROUND: Teachers' conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students' learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly.

  2. Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

    NARCIS (Netherlands)

    Jacobs, J.C.G.; van Luijk, S.J.; Galindo Garre, F.; Muijtjens, A.M.M.; van der Vleuten, C.P.M.; Croiset, G.; Scheele, F.

    2014-01-01

    Background: Teachers' conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students' learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly.

  3. Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

    Science.gov (United States)

    Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

    2005-01-01

    Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

  4. Being a Mentor: Novice Teachers' Mentors' Conceptions of Mentoring Prior to Training

    Science.gov (United States)

    Schatz-Oppenheimer, Orna

    2017-01-01

    This study deals with novice teachers' mentors' conceptions of mentoring prior to their mentoring training. In Israel, all novice teachers have to be supported and assessed by a mentor during their first year of teaching. The aim of this study was to elicit from prospective mentors their own conception of professional mentoring, as a basis for…

  5. Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

    Science.gov (United States)

    Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

    2016-01-01

    We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

  6. Teachers' Self-Concept and Valuing of Learning: Relations with Teaching Approaches and Beliefs about Students

    Science.gov (United States)

    Yeung, Alexander S.; Craven, Rhonda G.; Kaur, Gurvinder

    2014-01-01

    One's self-concept and value perceptions can significantly influence one's behaviours and beliefs. Australian teachers from urban and rural areas of the state of New South Wales were asked to respond to survey items on two predictors (teacher self-concept, valuing of learning) and three outcomes. Confirmatory factor analysis established the five…

  7. Knowledge representation and communication with concept maps in teacher training of science and technology

    Directory of Open Access Journals (Sweden)

    Pontes Pedrajas, Alfonso

    2012-01-01

    Full Text Available This paper shows the development of an educational innovation that we have made in the context of initial teacher training for secondary education of science and technology. In this educational experience computing resources and concept maps are used to develop teaching skills related to knowledge representation, oral communication, teamwork and practical use of ICT in the classroom. Initial results indicate that future teachers value positively the use of concept maps and computer resources as useful tools for teacher training.

  8. Concept of Operations Evaluation for Mitigating Space Flight-Relevant Medical Issues in a Planetary Habitat

    Science.gov (United States)

    Barsten, Kristina; Hurst, Victor, IV; Scheuring, Richard; Baumann, David K.; Johnson-Throop, Kathy

    2010-01-01

    Introduction: Analogue environments assist the NASA Human Research Program (HRP) in developing capabilities to mitigate high risk issues to crew health and performance for space exploration. The Habitat Demonstration Unit (HDU) is an analogue habitat used to assess space-related products for planetary missions. The Exploration Medical Capability (ExMC) element at the NASA Johnson Space Center (JSC) was tasked with developing planetary-relevant medical scenarios to evaluate the concept of operations for mitigating medical issues in such an environment. Methods: Two medical scenarios were conducted within the simulated planetary habitat with the crew executing two space flight-relevant procedures: Eye Examination with a corneal injury and Skin Laceration. Remote guidance for the crew was provided by a flight surgeon (FS) stationed at a console outside of the habitat. Audio and video data were collected to capture the communication between the crew and the FS, as well as the movements of the crew executing the procedures. Questionnaire data regarding procedure content and remote guidance performance also were collected from the crew immediately after the sessions. Results: Preliminary review of the audio, video, and questionnaire data from the two scenarios conducted within the HDU indicate that remote guidance techniques from an FS on console can help crew members within a planetary habitat mitigate planetary-relevant medical issues. The content and format of the procedures were considered concise and intuitive, respectively. Discussion: Overall, the preliminary data from the evaluation suggest that use of remote guidance techniques by a FS can help HDU crew execute space exploration-relevant medical procedures within a habitat relevant to planetary missions, however further evaluations will be needed to implement this strategy into the complete concept of operations for conducting general space medicine within similar environments

  9. On change of concepts: From teacher's occupational ethics to professional ethics

    Institute of Scientific and Technical Information of China (English)

    Tan Chuan-bao

    2006-01-01

    The transition from experience-based teachers to expertise-based ones has marked a significant phase in the history of human education.The conceptive transition from the general "occupational ethics" of teachers to "professional ethics"is actually an important aspect of the transition from experience-based to expertise-based teachers.The establishment of teachers' professional ethics bears the saree historical inevitability as the movement of teachers' professionalization.Complying with this trend,we ought to promote the establishment of teachers' professional ethics specifically in view of the improvement in their living conditions and professional development.

  10. Prospective elementary teachers' conceptions of multidigit number: exemplifying a replication framework for mathematics education

    Science.gov (United States)

    Jacobson, Erik; Simpson, Amber

    2018-04-01

    Replication studies play a critical role in scientific accumulation of knowledge, yet replication studies in mathematics education are rare. In this study, the authors replicated Thanheiser's (Educational Studies in Mathematics 75:241-251, 2010) study of prospective elementary teachers' conceptions of multidigit number and examined the main claim that most elementary pre-service teachers think about digits incorrectly at least some of the time. Results indicated no statistically significant difference in the distribution of conceptions between the original and replication samples and, moreover, no statistically significant differences in the distribution of sub-conceptions among prospective teachers with the most common conception. These results suggest confidence is warranted both in the generality of the main claim and in the utility of the conceptions framework for describing prospective elementary teachers' conceptions of multidigit number. The report further contributes a framework for replication of mathematics education research adapted from the field of psychology.

  11. How Body Orientation Affects Concepts of Space, Time and Valence: Functional Relevance of Integrating Sensorimotor Experiences during Word Processing.

    Directory of Open Access Journals (Sweden)

    Martin Lachmair

    Full Text Available The aim of the present study was to test the functional relevance of the spatial concepts UP or DOWN for words that use these concepts either literally (space or metaphorically (time, valence. A functional relevance would imply a symmetrical relationship between the spatial concepts and words related to these concepts, showing that processing words activate the related spatial concepts on one hand, but also that an activation of the concepts will ease the retrieval of a related word on the other. For the latter, the rotation angle of participant's body position was manipulated either to an upright or a head-down tilted body position to activate the related spatial concept. Afterwards participants produced in a within-subject design previously memorized words of the concepts space, time and valence according to the pace of a metronome. All words were related either to the spatial concept UP or DOWN. The results including Bayesian analyses show (1 a significant interaction between body position and words using the concepts UP and DOWN literally, (2 a marginal significant interaction between body position and temporal words and (3 no effect between body position and valence words. However, post-hoc analyses suggest no difference between experiments. Thus, the authors concluded that integrating sensorimotor experiences is indeed of functional relevance for all three concepts of space, time and valence. However, the strength of this functional relevance depends on how close words are linked to mental concepts representing vertical space.

  12. Is sustainable resource utilisation a relevant concept in Avanersuaq? The walrus case

    DEFF Research Database (Denmark)

    Andersen, Astrid Oberborbeck; Heide-Jorgensen, Mads Peter; Flora, Janne

    2018-01-01

    analyse how walruses acquire multiple values as they circulate in different networks. Sustainable resource utilisation, we conclude, is a concept that is relevant in Avanersuaq and beyond, because it works as a biological standard, and hence organises laws, norms, and practices of formal management......This article addresses the role of Atlantic walrus (Odobenus rosmarus rosmarus) in present-day Avanersuaq from anthropological and biological perspectives, and asks whether or not sustainable resource utilisation is a useful concept in northwest Greenland. We describe the relations that unfold...... around walrus and walrus hunting, in the communities living adjacent to the North Water polynya on the eastern side of Smith Sound. We examine the interplay of walrus population abundance, hunting practices, uses, and formal (governmental) and informal (traditional) ways of regulating the hunt, and we...

  13. Pre-service teachers' metaphorical perceptions of "physics" as a concept

    Science.gov (United States)

    Aykutlu, Isil; Bayrak, Celal; Bezen, Sevim

    2018-02-01

    In this study, the aim is to reveal pre-service biology, chemistry and mathematics teachers' metaphorical perceptions for physics. This study was patterned by employing phenomenology, which is one of the qualitative research methods. Sampling of the study consists of 90 pre-service teachers enrolled at the departments of biology, chemistry, and mathematics education at the faculty of education of a state university in Ankara. A metaphor form was prepared to determine pre-service teachers' mental metaphors for the physics concept. Then, it was determined that a total of 80 pre-service teachers generated 34 different metaphors for physics concept. As a result of the study, 34 metaphors generated by pre-service teachers for "physics" concept were gathered under seven different categories. Also, it was determined that pre-service teachers express most frequently "life" (26,25%) and "a difficult to solve problem"(21,25%) which take place in conceptual categories.

  14. Australian Primary In-Service Teachers' Conceptions of Geography

    Science.gov (United States)

    Preston, Lou

    2015-01-01

    This paper reports on the second part of a two pronged qualitative investigation that examines the ways in which Australian primary teachers conceptualise geography and geography teaching. In the first part of the project, 47 pre-service primary teachers were surveyed. In this paper, I draw on interviews with six in-service primary teachers to…

  15. Preservice Teachers' Developing Conceptions of Teaching English Learners

    Science.gov (United States)

    Kelly, Laura Beth

    2018-01-01

    In this study, 12 preservice teachers in a community college English as a second language (ESL) K-12 teacher education program drew pictures and wrote descriptions of teachers teaching English language learners (ELLs) at the beginning and end of an ESL methods course. Using content analysis, the researcher analyzed the drawings and descriptions…

  16. Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

    Science.gov (United States)

    Goldston, M. Jenice; Nichols, Sharon

    2009-04-01

    This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.

  17. Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher

    Science.gov (United States)

    Chitrangsan, Nadrudee; Sawekngam, Wichai; Thongthew, Sumlee

    2015-01-01

    This research aims to study and develop a curriculum management process by applying Lean concept for waste elimination to enhance curriculum implementation of primary school teacher. This study was conducted with a focus on qualitative data collection by dividing into 2 phases, including (1) analyze and synthesize relevant notions, theories,…

  18. Locating relevant patient information in electronic health record data using representations of clinical concepts and database structures.

    Science.gov (United States)

    Pan, Xuequn; Cimino, James J

    2014-01-01

    Clinicians and clinical researchers often seek information in electronic health records (EHRs) that are relevant to some concept of interest, such as a disease or finding. The heterogeneous nature of EHRs can complicate retrieval, risking incomplete results. We frame this problem as the presence of two gaps: 1) a gap between clinical concepts and their representations in EHR data and 2) a gap between data representations and their locations within EHR data structures. We bridge these gaps with a knowledge structure that comprises relationships among clinical concepts (including concepts of interest and concepts that may be instantiated in EHR data) and relationships between clinical concepts and the database structures. We make use of available knowledge resources to develop a reproducible, scalable process for creating a knowledge base that can support automated query expansion from a clinical concept to all relevant EHR data.

  19. Children’s social self-concept and internalizing problems: the influence of peers and teachers.

    Science.gov (United States)

    Spilt, Jantine L; van Lier, Pol A C; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde

    2014-01-01

    This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children’s social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children’s social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children’s self-concept, thereby mitigating its indirect effects on internalizing problems.

  20. Elementary pre-service teachers' conceptual understanding of dissolving: a Vygotskian concept development perspective

    Science.gov (United States)

    Harrell, Pamela; Subramaniam, Karthigeyan

    2015-09-01

    Background and purpose: The purpose of this study was to investigate and identify the nature and the interrelatedness of pre-service teachers' misconceptions and scientific concepts for explaining dissolving before, during, and after a 5E learning cycle lesson on dissolving, the intervention. Sample, design, and methods: Guided by Vygotsky's theory of concept development, the study focused specifically on the spontaneous, and spontaneous pseudo-concepts held by the 61 elementary pre-service teachers during a 15-week science methods course. Data included concept maps, interview transcripts, written artifacts, drawings, and narratives, and were thematically analyzed to classify concepts and interrelatedness. Results: Results of the study showed that spontaneous pseudo-concepts (1) dominated pre-service teachers' understandings about dissolving throughout the study, and (2) were simply associated with scientific concepts during and after the intervention. Conclusion: Collectively, the results indicated that the pre-service teachers' did not acquire a unified system of knowledge about dissolving that could be characterized as abstract, generalizable, and hierarchical. Implications include the need for (1) familiarity with pre-service teachers' prior knowledge about science content; (2) a variety of formative assessments to assess their misconceptions; (3) emphasizing the importance of dialectical method for concept development during instruction; and (4) skillful content instructors.

  1. Teacher-student contact : Exploring a basic but complicated concept

    NARCIS (Netherlands)

    Korthagen, Fred A J; Attema-Noordewier, Saskia; Zwart, Rosanne C.

    2014-01-01

    Contact is fundamental to teacher-student relationships, but empirical studies or theoretical frameworks on teacher-student contact are rare. This article describes a theoretical and empirical exploration aimed at building such a framework. In two studies using classroom observations and interviews

  2. EFL Teachers' Perception of the Concept of Communicative Competence

    Science.gov (United States)

    Nazari, Ahmad

    2007-01-01

    This study briefly reviews Chomsky's and Hymes' ideas on competence and links them to Dubin's notions of autonomous and ideological communicative competence. Based on interviews with high school EFL teachers, the study hypothesizes that some of these teachers have an indistinct view about communicative competence that moves between autonomous and…

  3. Teachers' Conceptions of Student Creativity in Higher Education

    Science.gov (United States)

    Jahnke, Isa; Haertel, Tobias; Wildt, Johannes

    2017-01-01

    Creativity is one of the important skills of the twenty-first century and central to higher education (HE). When we look closer into research on creativity in HE, however, it is not clear how university teachers conceptualise student creativity. How do teachers grasp, observe and express student creativity? Different methods such as interviews and…

  4. Teacher Explanation of Physics Concepts: A Video Study

    Science.gov (United States)

    Geelan, David

    2013-01-01

    Video recordings of Year 11 physics lessons were analyzed to identify key features of teacher explanations. Important features of the explanations used included teachers' ability to move between qualitative and quantitative modes of discussion, attention to what students require to succeed in high stakes examinations, thoughtful use of…

  5. Why Mentor? Linking Mentor Teachers' Motivations to Their Mentoring Conceptions

    Science.gov (United States)

    van Ginkel, Gisbert; Verloop, Nico; Denessen, Eddie

    2016-01-01

    Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be "co-thinkers" who enact a developmental view of…

  6. Peeling the Onion: Student Teacher's Conceptions of Literary Understanding.

    Science.gov (United States)

    Carlsson, Maj Asplund; Fulop, Marta; Marton, Ference

    2001-01-01

    Studied the theories student teachers held about literary understanding through interviews with 25 Hungarian and 8 Swedish student teachers. Categories of theories captured a substantial portion of the variation in how literary understanding can be seen. Three central aspects of human understanding, variation, discernment, and simultaneity, could…

  7. Investigation of Preservice Science Teachers' Comprehension of the Star, Sun, Comet and Constellation Concepts

    Science.gov (United States)

    Cevik, Ebru Ezberci; Kurnaz, Mehmet Altan

    2017-01-01

    The purpose of this study is to reveal preservice science teachers' perceptions related to the sun, star, comet and constellation concepts. The research was carried out by 56 preservice science teachers (4th grade) at Kastamonu University taking astronomy course in 2014-2015 academic year. For data collection open-ended questions that required…

  8. Towards Understanding EFL Teachers' Conceptions of Research: Findings from Argentina

    Science.gov (United States)

    Banegas, Darío Luis

    2018-01-01

    This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional…

  9. Teacher-Child Interactions: Relations with Children's Self-Concept in Second Grade

    Science.gov (United States)

    Leflot, Geertje; Onghena, Patrick; Colpin, Hilde

    2010-01-01

    This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their…

  10. Investigating Upper Secondary School Teachers' Conceptions: Is Mathematical Reasoning Considered Gendered?

    Science.gov (United States)

    Sumpter, Lovisa

    2016-01-01

    This study examines Swedish upper secondary school teachers' gendered conceptions about students' mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different schools from four different locations in Sweden. The results…

  11. Teachers' Conceptions of Student Engagement in Learning: The Case of Three Urban Schools

    Science.gov (United States)

    Barkaoui, Khaled; Barrett, Sarah Elizabeth; Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz; James, Carl

    2015-01-01

    Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the…

  12. Meaning That Social Studies Teacher Candidates Give to Value Concept and Their Value Rankings

    Science.gov (United States)

    Aysegül, Tural

    2018-01-01

    This work determines the role that value education plays in shaping people's personal and social life. This research aims to put forward meaning that social studies teacher candidates give to value concept and its value ranking. To achieve this aim, the opinions of 12 social studies teacher candidates were obtained. During the data collection…

  13. Teachers' Conceptions about the Genetic Determinism of Human Behaviour: A Survey in 23 Countries

    Science.gov (United States)

    Castéra, Jérémy; Clément, Pierre

    2014-01-01

    This work analyses the answers to a questionnaire from 8,285 in-service and pre-service teachers from 23 countries, elaborated by the Biohead-Citizen research project, to investigate teachers' conceptions related to the genetic determinism of human behaviour. A principal components analysis is used to assess the main trends in all the interviewed…

  14. The Pre-Service Science Teachers' Mental Models for Concept of Atoms and Learning Difficulties

    Science.gov (United States)

    Kiray, Seyit Ahmet

    2016-01-01

    The purpose of this study is to reveal the pre-service science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher…

  15. Secondary School Teachers' Conceptions and Their Teaching Practices Using Graphing Calculators

    Science.gov (United States)

    Lee, Jane A.; McDougall, Douglas E.

    2010-01-01

    This article investigates secondary school teachers' conceptions of mathematics and their teaching practices in the use of graphing calculators in their mathematics classrooms. Case studies on three teacher participants were developed using quantitative and qualitative data that consisted of self-assessments on beliefs in mathematics,…

  16. An Investigation of K-8 Preservice Teachers' Concept Images and Mathematical Definitions of Polygons

    Science.gov (United States)

    Ward, Robin A.

    2004-01-01

    In this paper, the author presents a study which explored K-8 preservice teachers' concept images and mathematical definitions of polygons. This study was carried out in which K-8 teacher candidates enrolled in an elementary mathematics content course were asked to sort, identify, and provide definitions of such shapes including triangles,…

  17. Maslow's Need Hierarchy Related to Educational Attitudes and Self-Concepts of Elementary Student Teachers.

    Science.gov (United States)

    Noad, Brian

    1979-01-01

    The Work Motivation Inventory, Minnesota Teacher Attitude Inventory, and Adjective Self Description Instrument were administered to 128 University of Houston student teachers. Results indicated that educational attitudes and self-concept, operating jointly, significantly contributed to the variance in Maslow's scales of basic, safety, and…

  18. Determining Science Student Teachers' Cognitive Structure on the Concept of "Food Chain"

    Science.gov (United States)

    Çinar, Derya

    2015-01-01

    The current study aims to determine science student teachers' cognitive structure on the concept of food chain. Qualitative research method was applied in this study. Fallacies detected in the pre-service teachers' conceptual structures are believed to result in students' developing misconceptions in their future classes and will adversely affect…

  19. Social Studies Student Teachers' Levels of Understanding Sociology Concepts within Social Studies Curriculum

    Science.gov (United States)

    Karatekin, Kadir

    2013-01-01

    This study aims at investigating social studies student teachers' levels of understanding sociology concepts within social studies curriculum. Study group of the research consists of 266 teacher candidates attending the Department of Social Studies, Faculty of Education, Kastamonu University during 2012 to 2013 education year. A semi-structured…

  20. Pre-Service Music Teachers' Metaphorical Perceptions of the Concept of a Music Teaching Program

    Science.gov (United States)

    Kiliç, Deniz Beste Çevik

    2017-01-01

    This study was intended to reveal pre-service music teachers' perceptions of the concept of a "music teaching program" with the use of metaphors. Its sample included 130 pre-service music teachers in the Music Teaching Program of Fine Arts Teaching Department in Balikesir University's Education Faculty. The study data were collected by…

  1. SHARED UNDERSTANDING ON THE CONCEPT OF ENTREPRENEURSHIP EDUCATION BY TEACHERS AND BUSINESSMEN / THE CONCEPT OF ENTREPRENEURSHIP EDUCATION IN LITHUANIAN SCHOOLS SHARED BY TEACHERS AND BUSINESSMEN

    OpenAIRE

    Žibėnienė, Gintautė; Virbalienė, Rita

    2015-01-01

    The article highlights the importance of entrepreneurship education in a modern day educational institution. Strategic documents of the EU invite the educational institutions to cooperate more actively with the business world in order to have the best quality entrepreneurship education. So the main aim of the research is to determine the concept of entrepreneurship shared by teachers and businessmen. Firstly, the concept of entrepreneurship and its development is reviewed, taking into account...

  2. Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

    Science.gov (United States)

    Karakuyu, Yunus

    2011-01-01

    The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

  3. The strategic relevance of manufacturing technology: An overall quality concept to promote innovation preventing drug shortage.

    Science.gov (United States)

    Panzitta, Michele; Ponti, Mauro; Bruno, Giorgio; Cois, Giancarlo; D'Arpino, Alessandro; Minghetti, Paola; Mendicino, Francesca Romana; Perioli, Luana; Ricci, Maurizio

    2017-01-10

    Manufacturing is the bridge between research and patient: without product, there is no clinical outcome. Shortage has a variety of causes, in this paper we analyse only causes related to manufacturing technology and we use shortage as a paradigm highliting the relevance of Pharmaceutical Technology. Product and process complexity and capacity issues are the main challenge for the Pharmaceutical Industry Supply chain. Manufacturing Technology should be acknowledged as a R&D step and as a very important matter during University degree in Pharmacy and related disciplines, promoting collaboration between Academia and Industry, measured during HTA step and rewarded in terms of price and reimbursement. The above elements are not yet properly recognised, and manufacturing technology is taken in to consideration only when a shortage is in place. In a previous work, Panzitta et al. proposed to perform a full technology assessment at the Health Technological Assessment stage, evaluating three main technical aspects of a medicine: manufacturing process, physicochemical properties, and formulation characteristics. In this paper, we develop the concept of manufacturing appraisal, providing a technical overview of upcoming challenges, a risk based approach and an economic picture of shortage costs. We develop also an overall quality concept, not limited to GMP factors but broaden to all elements leading to a robust supply and promoting technical innovation. Copyright © 2016 Elsevier B.V. All rights reserved.

  4. The Structures of the Alternative Conceptions of Preservice Secondary Teachers on Seasonal Changes

    Directory of Open Access Journals (Sweden)

    Junyoung Oh

    2005-03-01

    Full Text Available This study was to understand the components that influence preservice secondary teachers' conceptions about "seasonal changes". We selected 74 university science education students among whom 23 were in the second, 23 in the third, and 28 in the fourth year. The data collected from the paper-pencil test and individual interview with students. The results of this study show that the students had considerable apparent alternative conceptions, and that the 'distance theory' had most important effects on their alternative conceptions. It can be said that preservice secondary teachers' initial models of the seasonal change have their origin in their belief sets (specific theory related to 'seasonal change', on the basis of which they can interpret their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources of their alternative conceptions for overcoming these alternative conceptions were also discussed. Implications for preservice science teacher education related to the results were discussed.

  5. Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

    Science.gov (United States)

    Parkinson, Tim J; St George, Alison M

    2003-01-01

    Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.

  6. misconceptions of genetics concepts among pre-service teachers

    African Journals Online (AJOL)

    Global Journal

    GLOBAL JOURNAL OF EDUCATIONAL RESEARCH VOL 16, 2017: 121-128. COPYRIGHT© ... of scientific concepts and remain even after instruction. A large number of prior .... in life science have indicated that new concepts can hardly be.

  7. Secondary school physics teachers' conceptions of scientific evidence: A collective case study

    Science.gov (United States)

    Taylor, Joseph A.

    Engaging secondary school students in inquiry-oriented tasks that more closely simulate the scholarly activities of scientists has been recommended as a way to improve scientific literacy. Two tasks that are frequently recommended include students' design of original experiments, and students' evaluation of scientific evidence and conclusions. Yet, little is known about teachers' conceptions of experimentation. The principal aim of this study, therefore, was to describe the nature of prospective and practicing physics teachers' conceptions of scientific evidence. More specifically, the following research questions guided this study: (1) What types of issues related to the measurement reliability and experimental validity of scientific evidence do practicing and prospective physics teachers think about when designing experiments? (2) When presented with hypothetical scenarios that describe unsound experimental procedures or poorly supported conclusions (or both), what concerns will prospective and practicing physics teachers raise? And (3) When the participants' responses to parallel research prompts are compared across protocols, what similarities and differences exist? The nature of the teacher-participants' conceptions was described from an analysis of data collected from research prompts such as interviews and hand written artifacts. In these research prompts, the teachers "thought aloud" while designing experiments and critically evaluated student-collected evidence presented in hypothetical classroom scenarios. The data from this study suggested that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicated that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Suggestions for future research included

  8. Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork.

    Science.gov (United States)

    Assor, Avi; Kaplan, Haya; Roth, Guy

    2002-06-01

    This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important in predicting feelings toward and engagement in schoolwork? It was hypothesised that teacher behaviours that help students to understand the relevance of schoolwork for their personal interests and goals are particularly important predictors of engagement in schoolwork. Israeli students in grades 3-5 (N = 498) and in grades 6-8 (N = 364) completed questionnaires assessing the variables of interest. Smallest Space Analyses indicated that both children and early adolescents can differentiate among three types of autonomy enhancing teacher behaviours - fostering relevance, allowing criticism, and providing choice - and three types of autonomy suppressing teacher behaviours - suppressing criticism, intruding, and forcing unmeaningful acts. Regression analyses supported the hypothesis concerning the importance of teacher behaviours that clarify the personal relevance of schoolwork. Among the autonomy-suppressing behaviours, 'Criticism-suppression' was the best predictor of feelings and engagement. The findings underscore the active and empathic nature of teachers' role in supporting students' autonomy, and suggest that autonomy-support is important not only for early adolescents but also for children. Discussion of potential determinants of the relative importance of various autonomy-affecting teacher actions suggests that provision of choice should not always be viewed as a major indicator of autonomy support.

  9. Exploring South African high school teachers' conceptions of the ...

    African Journals Online (AJOL)

    ceptions of the nature of scientific inquiry are an individual's ideas, beliefs, under- ... National Research Council (NRC), 1996) advocate critical roles for teachers in ..... new knowledge, because the two interfere with objectivity and I do not use.

  10. Professional development strategies for teaching urban biology teachers to use concept maps effectively

    Science.gov (United States)

    McGregor Petgrave, Dahlia M.

    Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

  11. Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

    Science.gov (United States)

    Breslyn, Wayne Gene

    and culturally based nature of teachers' conceptions of inquiry. For the education community, disciplinary differences should be considered in the development of curriculum and professional development. An understanding of disciplinary trends can allow for more targeted and relevant representations of inquiry.

  12. Prospective Physics Teachers' Level of Understanding Energy, Power and Force Concepts

    Science.gov (United States)

    Saglam-Arslan, Aysegul; Kurnaz, Mehmet Altan

    2009-01-01

    The aim of this study is to determine prospective physics teachers' level of understanding of the concepts of energy and the related concepts of force and power. The study was carried out with the participation of 56 physics education department students at a university in Karadeniz region. All participants had previously taken an introductory…

  13. A Vision of Improvement of Learning: South African Teachers' Conceptions of Classroom Assessment

    Science.gov (United States)

    Sethusha, Mantsose Jane

    2013-01-01

    This article explored conceptions that teachers hold about classroom assessment and how these conceptions influence their classroom assessment practices. The qualitative study employed a case study approach. Semi-structured interviews, observations and document analyses were used. The study utilized Brown's (2004) conceptual framework on…

  14. Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

    Science.gov (United States)

    Fernández, M. Beatriz

    2018-01-01

    Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

  15. Prospective Special Education Teachers' Metaphorical Perceptions on the Concept of Special Education Teacher

    Science.gov (United States)

    Deniz, Levent

    2016-01-01

    The aim of this research is to define the perceptions of prospective special education teachers regarding special education teacher through metaphors. Phenomenology design was used in this research. The study group comprised 116 third year prospective special education teachers studying at Marmara University, Ataturk Faculty of Education, Special…

  16. The Concept of Slope: Comparing Teachers' Concept Images and Instructional Content

    Science.gov (United States)

    Nagle, Courtney; Moore-Russo, Deborah

    2013-01-01

    In the field of mathematics education, understanding teachers' content knowledge (Grossman, 1995; Hill, Sleep, Lewis, & Ball, 2007; Munby, Russell, & Martin, 2001) and studying the relationship between content knowledge and instructional decisions (Fennema & Franke, 1992; Raymond, 1997) are both crucial. Teachers need a robust…

  17. Knowledge base and functionality of concepts of some Filipino biology teachers in five biology topics

    Science.gov (United States)

    Barquilla, Manuel B.

    2018-01-01

    This mixed research, is a snapshot of some Filipino Biology teachers' knowledge structure and how their concepts of the five topics in Biology (Photosynthesis, Cellular Respiration, human reproductive system, Mendelian genetics and NonMendelian genetics) functions and develops inside a biology classroom. The study focuses on the six biology teachers and a total of 222 students in their respective classes. Of the Six (6) teachers, three (3) are under the Science curriculum and the other three (3) are under regular curriculum in both public and private schools in Iligan city and Lanao del Norte, Philippines. The study utilized classroom discourses, concept maps, interpretative case-study method, bracketing method, and concept analysis for qualitative part; the quantitative part uses a nonparametric statistical tool, Kendall's tau Coefficient for determining relationship and congruency while measures of central tendencies and dispersion (mean, and standard deviation) for concept maps scores interpretation. Knowledge Base of Biology teachers were evaluated by experts in field of specialization having a doctorate program (e.g. PhD in Genetics) and PhD Biology candidates. The data collection entailed seven (7) months immersion: one (1) month for preliminary phase for the researcher to gain teachers' and students' confidence and the succeeding six (6) months for main observation and data collection. The evaluation of teachers' knowledge base by experts indicated that teachers' knowledge of (65%) is lower than the minimum (75%) recommended by ABD-el-Khalick and Boujaoude (1997). Thus, the experts believe that content knowledge of the teachers is hardly adequate for their teaching assignment. Moreover, the teachers in this study do not systematically use reallife situation to apply the concepts they teach. They can identify concepts too abstract for their student; however, they seldom use innovative ways to bring the discussion to their students' level of readiness and

  18. The Viewpoints of Physics Teacher Candidates towards the Concepts in Special Theory of Relativity and Their Evaluation Designs

    Science.gov (United States)

    Turgut, Umit; Gurbuz, Fatih; Salar, Riza; Toman, Ufuk

    2013-01-01

    In this study, the viewpoints of physics teacher candidates at undergraduate level towards the concepts in special theory of relativity and the interpretations they made about these concepts were investigated. The viewpoints of the teacher candidates towards the concepts in the subject of special theory of relativity were revealed with six open…

  19. Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education.

    Science.gov (United States)

    Crosswaite, Madeline; Asbury, Kathryn

    2018-04-26

    Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education. This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught. Data were gathered from n = 402 teachers from a representative sample of UK schools. Teachers from primary and secondary schools, and from across the state and independent sectors, were recruited. An online questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught, and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. Data were analysed using descriptive statistics, ANOVA, correlations, and multiple regression. Teachers perceived genetic and environmental factors as equally important influences on cognitive ability and tended towards a growth mindset. Knowledge about behavioural genetics was low, but openness to learning more about genetics was high. Statistically significant differences were observed between groups based on age of children taught (openness higher among primary teachers) and state versus independent (more growth-minded in state sector). Although teachers have a limited knowledge of behavioural genetics, they are keen to learn more. © 2018 The British Psychological Society.

  20. Misconceptions of genetics concepts among pre-service teachers ...

    African Journals Online (AJOL)

    Students' misconceptions are often deeply rooted and instruction-resistant obstacles to the acquizition of scientific concepts and remain even after instruction. A large number of prior studies reported that primary and secondary school students have many conceptional problems concerning cell biology and genetics.

  1. Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

    Science.gov (United States)

    Marks Krpan, Catherine Anne

    In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept

  2. Understanding Economic and Management Sciences Teachers' Conceptions of Sustainable Development

    Science.gov (United States)

    America, Carina

    2014-01-01

    Sustainable development has become a key part of the global educational discourse. Education for sustainable development (ESD) specifically is pronounced as an imperative for different curricula and regarded as being critical for teacher education. This article is based on research that was conducted on economic and management sciences (EMS)…

  3. Visual Texts and Historical Thinking: Teachers' Conceptions, Uses, and Reflections

    Science.gov (United States)

    Nichols, Daniel Jude

    2012-01-01

    Visual texts, such as photographs, paintings, film, political cartoons, maps, charts, and graphs are important resources used for a variety of purposes in the history classroom. Aligning instructional use of visual texts to key developmental skills within the area of historical thinking should be a central concern to teachers of historical…

  4. High School Teachers' Conceptions of Engineers and Engineering

    Science.gov (United States)

    Hoh, Yin Kiong

    2012-01-01

    This paper describes a workshop activity the author has carried out with 80 high school science teachers to enable them to overcome their stereotypical perceptions of engineers and engineering. The activity introduced them to the biographies of prominent women in engineering, and raised their awareness of these female engineers' contributions to…

  5. Beauty: A Concept with Practical Implications for Teacher Researchers

    Science.gov (United States)

    Winston, Joe

    2011-01-01

    Hillman's (2001) simple affirmation that "an idea of beauty is useful, functional, practical" is one this article attempts to pursue with teacher researchers in mind, based on the belief that to move from the "re"pression of beauty to its "ex"pression--or, at the very least, to its articulation--will enlighten rather than distract individuals. The…

  6. Teacher educators' competences in fostering student teachers' proficiency in teaching and learning with technology : An overview of relevant research literature

    NARCIS (Netherlands)

    Dana Uerz; Monique Volman; Marijke Kral

    2018-01-01

    Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' competences in preparing their students to teach with technology. A literature search yielded 26

  7. The Metaphorical Perceptions of Students on a Teacher-Training Course towards the Concepts of "Teacher" and "Teacher Training"

    Science.gov (United States)

    Sener, Zehra Taspinar; Bulut, Ahsen Seda; Ünal, Hasan

    2017-01-01

    Problem Statement: Two different teacher training programs have been implemented in Turkey over recent years. In addition to attending faculties of teacher training (on traditional educational degree programs), graduates from different faculties have the right to become teachers by way of the "pedagogical formation certification…

  8. The influence of teachers' conceptions on their students' learning: children's understanding of sheet music.

    Science.gov (United States)

    López-Íñiguez, Guadalupe; Pozo, Juan Ignacio

    2014-06-01

    Despite increasing interest in teachers' and students' conceptions of learning and teaching, and how they influence their practice, there are few studies testing the influence of teachers' conceptions on their students' learning. This study tests how teaching conception (TC; with a distinction between direct and constructive) influences students' representations regarding sheet music. Sixty students (8-12 years old) from music conservatories: 30 of them took lessons with teachers with a constructive TC and another 30 with teachers shown to have a direct TC. Children were given a musical comprehension task in which they were asked to select and rank the contents they needed to learn. These contents had different levels of processing and complexity: symbolic, analytical, and referential. Three factorial ANOVAs, two-one-way ANOVAs, and four 2 × 3 repeated-measures ANOVAs were used to analyse the effects of and the interaction between the independent variables TC and class, both for/on total cards selected, their ranking, and each sub-category (the three processing levels). ANOVAs on the selection and ranking of these contents showed that teachers' conceptions seem to mediate significantly in the way the students understand the music. Students from constructive teachers have more complex and deep understanding of music. They select more elements for learning scores than those from traditional teachers. Teaching conception also influences the way in which children rank those elements. No difference exists between the way 8- and 12-year-olds learn scores. Children's understanding of the scores is more complex than assumed in other studies. © 2013 The British Psychological Society.

  9. Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

    Science.gov (United States)

    Burton, Suzanne L.

    2011-01-01

    Strong school-university partnerships yield effective music teachers. However, music teacher preparation curriculum has undergone little reform over the years, resulting in a homogeneous P-12 curriculum. Encouraging preservice music teachers to consider cultural and pedagogical differences holds promise for changing music teacher preparation and…

  10. Glimmers for Cultural Relevance: The Pedagogical Knowledge of an Indigenous Cabécar Teacher

    Directory of Open Access Journals (Sweden)

    Marielos Vargas Morales

    2017-07-01

    Full Text Available Indigenous education is becoming a priority to be dealt with in Higher Education. Therefore, efforts are oriented towards newly nourishing inclusive proposals for education; for them to take cultural diversity on and generate quality learning processes while also promoting the vindication of the right towards a culturally-relevant education for indigenous populations. Hence, the article sets forth an analysis of the pedagogical practice by an indigenous cabécar teacher, which unveils elements and cultural aspects that constitute valuable input to be considered in teacher education proposals. This research took place in the educative community of Sharabata, which is part of the High Chirripó Cábecar Indigenous Territory, which in turn is located in the province of Cartago in the Central American country of Costa Rica. The current research was conducted as a case study. Obtained results now create curricular content that responds to socio-cultural, linguistic and natural needs and characteristics of the cabécar culture. The present research recovers oral communication and the value of words, of learning by imitation, cosmovision as cultural heritage and the importance of recognizing mother languages in originary populations. It is forewarned that, though handled under the discourse of cultural displacement, practical and ritualistic practices still persist, all of which must be acknowledged and valued in school by young people in order for culture as ancestral heritage to be prolonged. It is given the mentioned situations where education must be made present; as a fight towards respect, inclusion and the strengthening of originary cultures. In that sense and in order to achieve cultural relevance, the process of the construction of knowledge with children must be inserted in its historical, social and cultural context, for which knowledge, experience and the practice of cabécar cosmovision is transcendental. As part of cultural relevance

  11. In search of a health education model: teachers' conceptions in four Mediterranean countries.

    Science.gov (United States)

    Caussidier, Claude; El Hage, Fadi; Munoz, François; Remki, Latifa; Larribi, Rym; Khzami, Salah-Eddine; Berger, Dominique; de Carvalho, Graça S; Favre, Daniel

    2011-12-01

    School programs are defined to promote the health of the pupils and to develop their competencies so that they can adopt behaviors favorable to their health. With the European project FP6 Biohead-Citizen (2004-2007), we analyzed the conceptions of teachers as regards health education, in France, Lebanon, Morocco and Tunisia, in reference to the biomedical model and the social health model. These four countries were selected because their school curricula represented different models of health education. Lebanon and Tunisia addressed health education with the biomedical model. In Morocco, the curriculum was also primarily based on the biomedical model and enclosed a few instructions issued from the social health model. In France, the health education curriculum declared an approach based on the health promotion model. Our study was based on multivariate statistical analyses of questionnaires filled out by 2537 in-service and pre-service teachers. Our analysis showed that the conceptions of the teachers concerning health education were not structured and related to a specific model. We also found that the dominating factors of influence on the choices expressed with regards to health education were, among different sociocultural variables, the religion, the home country, and, to a lesser extent, the level of training. Thus, the conceptions of the teachers were not integrated into comprehensive approaches but related to individual characteristics. Consequently health education implementation would require thorough training for pre-service and in-service teachers and should also explicitly take into account their conceptions and values.

  12. Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers

    Science.gov (United States)

    de Jong, Onno; Acampo, Jeannine; Verdonk, Adri

    Although there is growing interest in studies of teachers' actions and conceptions, little is known about content-related teaching problems arising in science classrooms. This article presents a case study of problems which can occur when teaching the topic of redox reactions to Grade 11 students. Two chemistry teachers, a senior and a junior teacher, were involved in the study. Their reflective comments on the teaching problems were also investigated. Research data were obtained from classroom observations and audiotaped recordings of classroom practice. After the lessons, we conducted semistructured interviews with the teachers. The teaching problems are reported in terms of teaching activities causing difficulties for students in considering new conceptions to be necessary, intelligible, plausible, or fruitful. Analyses of the teachers' comments on these teaching activities clarifies a number of reasons why they acted as they did. It can be concluded that teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Implications for an improvement of current chemistry classroom practice and content-related teacher training are offered.Received: 11 April 1994; Revised: 5 June 1995;

  13. Socio-Cultural Factors of Teachers' Conceptions of Knowledge: Epistemic Beliefs of Arab Teachers

    Science.gov (United States)

    Mohamed, Mohamed Taha

    2014-01-01

    This research investigates aspects of epistemic beliefs of pre-service and in-service teachers in the United Arab Emirates, and how these beliefs might be related to factors such as teachers' gender, location (where they live), and the subject they teach (humanities vs. science). A standardized Arabic version of the Epistemic Belief Inventory was…

  14. Pre-Service Physics Teachers' Comprehension of Quantum Mechanical Concepts

    Science.gov (United States)

    Didis, Nilufer; Eryilmaz, Ali; Erkoc, Sakir

    2010-01-01

    When quantum theory caused a paradigm shift in physics, it introduced difficulties in both learning and teaching of physics. Because of its abstract, counter-intuitive and mathematical structure, students have difficulty in learning this theory, and instructors have difficulty in teaching the concepts of the theory. This case study investigates…

  15. Connecting Photosynthesis and Cellular Respiration: Preservice Teachers' Conceptions

    Science.gov (United States)

    Brown, Mary H.; Schwartz, Renee S.

    2009-01-01

    The biological processes of photosynthesis and plant cellular respiration include multiple biochemical steps, occur simultaneously within plant cells, and share common molecular components. Yet, learners often compartmentalize functions and specialization of cell organelles relevant to these two processes, without considering the interconnections…

  16. Science teacher’s idea about environmental concepts in science learning as the first step of science teacher training

    Science.gov (United States)

    Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

    2018-05-01

    To refresh natural environmental concepts in science, science teacher have to attend a teacher training. In teacher training, all participant can have a good sharing and discussion with other science teacher. This study is the first step of science teacher training program held by education foundation in Bandung and attended by 20 science teacher from 18 Junior High School. The major aim of this study is gathering science teacher’s idea of environmental concepts. The core of questions used in this study are basic competencies linked with environmental concepts, environmental concepts that difficult to explain, the action to overcome difficulties and references in teaching environmental concepts. There are four major findings in this study. First finding, most environmental concepts are taught in 7th grade. Second finding, most difficult environmental concepts are found in 7th grade. Third finding, there are five actions to overcome difficulties. Fourth finding, science teacher use at least four references in mastering environmental concepts. After all, teacher training can be a solution to reduce difficulties in teaching environmental concepts.

  17. The Africa Yoga Project: A Participant-Driven Concept Map of Kenyan Teachers' Reported Experiences.

    Science.gov (United States)

    Klein, Jessalyn E; Cook-Cottone, Catherine; Giambrone, Carla

    2015-01-01

    The Africa Yoga Project (AYP) trains and funds Kenyans to teach community yoga classes. Preliminary research with a small sample of AYP teachers suggested the program had a positive impact. This study used concept mapping to explore the experiences of a larger sample. Participants brainstormed statements about how practicing and/or teaching yoga changed them. They sorted statements into self-defined piles and rated them in terms of perceived importance. Multidimensional scaling (MDS) of sort data calculated statement coordinates wherein each statement is placed in proximity to other statements as a function of how frequently statements are sorted together by participants. These results are then and mapped in a two-dimensional space. Hierarchical cluster analysis (HCA) of these data identified clusters (i.e., concepts) among statements. Cluster average importance ratings gave the concept map depth and indicated concept importance. Bridging analysis and researchers' conceptual understanding of yoga literature facilitated HCA interpretive decisions. Of 72 AYP teachers, 52 and 48 teachers participated in brainstorming and sorting/rating activities, respectively. Teachers brainstormed 93 statements about how they had changed. The resultant MDS statement map had adequate validity (stress value = .29). HCA created a 12-cluster solution with the following concepts of perceived change: Identity as a Yoga Teacher; Prosocial Development; Existential Possibility; Genuine Positive Regard; Value and Respect for Others (highest importance); Presence, Acceptance, and Competence; Service and Trust; Non-judgment and Emotion Regulation (lowest importance); Engagement and Connection; Interpersonal Effectiveness; Psychosocial Functioning; and Physical Competence and Security. Teachers perceived the AYP as facilitating change across physical, mental, and spiritual domains. Additional research is needed to quantify and compare this change to other health promotion program outcomes.

  18. Self-Relevance Constructions of Biology Concepts: Meaning-Making and Identity-Formation

    Science.gov (United States)

    Davidson, Yonaton Sahar

    2018-01-01

    Recent research supports the benefit of students' construction of relevance through writing about the connection of content to their life. However, most such research defines relevance narrowly as utility value--perceived instrumentality of the content to the student's career goals. Furthermore, the scope of phenomenological and conceptual…

  19. Definitions of Physical Concepts: A Study of Physics Teachers' Knowledge and Views. Research Report

    Science.gov (United States)

    Galili, Igal; Lehavi, Yaron

    2006-01-01

    A study was made of the ability of a population of high-school physics teachers to define physics concepts and of their views regarding the importance of such definitions. It was found possible to arrange the definitions accumulated in categories, and the classification so obtained was consonant with that of the philosophy of science. Although the…

  20. Children's social self-concept and internalizing problems: The influence of peers and teachers

    NARCIS (Netherlands)

    Spilt, J.L.; van Lier, P.A.C.; Leflot, G.; Onghena, P.; Colpin, H.

    2014-01-01

    This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children's social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social

  1. Normative Values in Teachers' Conceptions of Teaching and Learning in Higher Education: A Belief System Approach

    Science.gov (United States)

    Schwieler, Elias; Ekecrantz, Stefan

    2011-01-01

    The effects of teachers' normative values and emotive reactions on teaching in higher education have received relatively little research attention. The focus is often on descriptive beliefs such as conceptions of teaching and their inter-relations with practice. In this study, which is illustrated by a heuristic model, a belief system approach is…

  2. Teachers' Conceptions and Their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments

    Science.gov (United States)

    Keskitalo, Tuulikki

    2011-01-01

    This research article focuses on virtual reality (VR) and simulation-based training, with a special focus on the pedagogical use of the Virtual Centre of Wellness Campus known as ENVI (Rovaniemi, Finland). In order to clearly understand how teachers perceive teaching and learning in such environments, this research examines the concepts of…

  3. Prospective Teachers' Conceptions of Proof Comprehension: Revisiting a Proof of the Pythagorean Theorem

    Science.gov (United States)

    Zazkis, Dov; Zazkis, Rina

    2016-01-01

    A significant body of research literature in mathematics education attends to mathematical proofs. However, scant research attends to proof comprehension, which is the focus of this study. We examine perspective secondary teachers' conceptions of what constitutes comprehension of a given proof and their ideas of how students' comprehension can be…

  4. Using Concept Maps to Elicit and Study Student Teachers' Perceptions about Inclusive Education: A Tanzanian Experience

    Science.gov (United States)

    Wormnaes, Siri; Mkumbo, Kitila; Skaar, Bjørn; Refseth, Yngve

    2015-01-01

    In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students' thinking about certain aspects of…

  5. University Teachers' Conceptions of "Changemaker": A Starting Point for Embedding Social Innovation in Learning and Teaching

    Science.gov (United States)

    Alden Rivers, Bethany; Nie, Ming; Armellini, Alejandro

    2015-01-01

    Purpose: The purpose of this paper is to report on a study aimed at understanding the different conceptions that University of Northampton teachers hold of "Changemaker", an institutional initiative to develop capacities for social innovation. Design/methodology/approach: The study took a phenomenographic approach to identify a small…

  6. Teachers' Conceptions About the Genetic Determinism of Human Behaviour: A Survey in 23 Countries

    Science.gov (United States)

    Castéra, Jérémy; Clément, Pierre

    2014-02-01

    This work analyses the answers to a questionnaire from 8,285 in-service and pre-service teachers from 23 countries, elaborated by the Biohead-Citizen research project, to investigate teachers' conceptions related to the genetic determinism of human behaviour. A principal components analysis is used to assess the main trends in all the interviewed teachers' conceptions. This illustrates that innatism is present in two distinct ways: in relation to individuals (e.g. genetic determinism to justify intellectual likeness between individuals such as twins) or in relation to groups of humans (e.g. genetic determinism to justify gender differences or the superiority of some human ethnic groups). A between-factor analysis discriminates between countries, showing very significant differences. There is more innatism among teachers' conceptions in African countries and Lebanon than in European countries, Brazil and Australia. Among the other controlled parameters, only two are significantly independent of the country: the level of training and the level of knowledge of biology. A co-inertia analysis shows a strong correlation between non-citizen attitudes towards and innatist conceptions of genetic determinism regarding human groups. We discuss these findings and their implications for education.

  7. Using a Two-Tier Test to Analyse Students' and Teachers' Alternative Concepts in Astronomy

    Science.gov (United States)

    Kanli, U.

    2015-01-01

    This paper presents an analysis of physics teachers' as well as university and high school students' understanding of some astronomy concepts. In recent years, the significance of astronomy teaching in science education has gradually increased. Many research studies indicate that students have misconceptions about the reasons for seasons, the…

  8. Caring Disposition and Subordination. Swedish Health and Social Care Teachers' Conceptions of Important Vocational Knowledge

    Science.gov (United States)

    Rehn, Helena; Eliasson, Eva

    2015-01-01

    Based on the increasing demands for vocational training in upper secondary school to adapt to workplace conditions, the aim of this article is to explore vocational teachers' conceptions regarding vocational knowledge. Drawing on a social constructionist perspective, this study analysed data from 17 interviews. The study showed how power dynamics,…

  9. The Problematic Nature of the Artist Teacher Concept and Implications for Pedagogical Practice

    Science.gov (United States)

    Hoekstra, Marike

    2015-01-01

    The main argument of this article is that the problematic nature of the artist teacher concept might not be the duality between art and education, but might refer to a limited understanding of education, in such a way that art would appear to be contrasting to education. A different definition of education is required to understand the qualities…

  10. Using "Slowmation" to Enable Preservice Primary Teachers to Create Multimodal Representations of Science Concepts

    Science.gov (United States)

    Hoban, Garry; Nielsen, Wendy

    2012-01-01

    Research has identified the value of students constructing their own representations of science concepts using modes such as writing, diagrams, 2-D and 3-D models, images or speech to communicate meaning. "Slowmation" (abbreviated from "Slow Animation") is a simplified way for students, such as preservice teachers, to make a narrated animation…

  11. Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment

    Science.gov (United States)

    Jackson-Kersey, Rachel; Spray, Christopher

    2013-01-01

    The aim of this study was to assess the reliability and validity of the Amotivation Inventory in Physical Education (AI-PE). In addition, the study sought to identify the relationships between students' amotivation, physical self-concept, and teacher ratings of National Curriculum attainment levels in PE. Students ("N" = 510) from a…

  12. 100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.

    Science.gov (United States)

    Canfield, Jack; Wells, Harold C.

    This handbook for teachers and parents presents 100 practical and easily applicable ways to enhance the self-concept of children in the classroom or at home. The techniques are drawn from many of the newer approaches to self-development such as gestalt therapy, psychosynthesis, guided fantasy, sensory awareness, transactional analysis, expressive…

  13. Personality Characteristics and Self-Concept of Preservice Teachers Related to Their Pupil Control Orientation.

    Science.gov (United States)

    Halpin, Glennelle; And Others

    1982-01-01

    In a study of teacher trainees' personality characteristics related to pupil control, humanistically oriented educators tended to be emotionally stable, expedient, positive, imaginative, venturesome, relaxed and had high self-concepts. Authoritarian educators were more affected by feelings, conscientious, sober, practical, shy, reserved, tense and…

  14. Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching

    Science.gov (United States)

    Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

    2009-01-01

    Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the "Teaching Perspectives Inventory" (TPI). New Zealand and Queensland have very similar teaching-related policies and practices but differences around assessment policies and…

  15. Exploring In-Service Preschool Teachers' Conceptions of and Approaches to Online Education

    Science.gov (United States)

    Yang, Yu-Fang; Tsai, Chin-Chung

    2017-01-01

    This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches),…

  16. In-Service Elementary Teachers' Understanding of Magnetism Concepts before and after Non-Traditional Instruction

    Science.gov (United States)

    Atwood, Ronald K.; Christopher, John E.; Combs, Rebecca K.; Roland, Elizabeth E.

    2010-01-01

    Magnetism is a topic frequently studied in elementary schools. Since magnetism is a popular topic and is included in national science education standards, it might be assumed that elementary teachers have a good understanding of this topic and that elementary students develop a good understanding of fundamental magnetism concepts. Unfortunately,…

  17. The Effects of Hands-On Learning Stations on Building American Elementary Teachers' Understanding about Earth and Space Science Concepts

    Science.gov (United States)

    Bulunuz, Nermin; Jarrett, Olga S.

    2010-01-01

    Research on conceptual change indicates that not only children, but also teachers have incomplete understanding or misconceptions on science concepts. This mixed methods study was concerned with in-service teachers' understanding of four earth and space science concepts taught in elementary school: reason for seasons, phases of the moon, rock…

  18. The Impact of a Summer Institute on Inservice Early Childhood Teachers' Knowledge of Earth and Space Science Concepts

    Science.gov (United States)

    Sackes, Mesut; Trundle, Kathy Cabe; Krissek, Lawrence A.

    2011-01-01

    This study investigated inservice PreK to Grade two teachers' knowledge of some earth and space science concepts before and after a short-term teacher institute. A one-group pre-test-post-test design was used in the current study. Earth science concepts targeted during the professional development included properties of rocks and soils, and the…

  19. Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics

    NARCIS (Netherlands)

    Jacobs, J.C.G.; Luijk, S.J. van; Vleuten, C.P.M. van der; Kusurkar, R.A.; Croiset, G.; Scheele, F.

    2016-01-01

    BACKGROUND: Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school

  20. Investigating Pre-Service EFL Teachers' Self-Concepts within the Framework of Teaching Practicum in Turkish Context

    Science.gov (United States)

    Yilmaz, Cevdet

    2018-01-01

    The present study aimed at understanding the nature and potential dynamism of five pre-service EFL teachers' self-concepts in the domain of English as a foreign language (EFL). To this end, the effects of pre-service teachers' experiences gained alongside the practicum on their EFL self-concept development were also discussed. Data were generated…

  1. A Teacher's Conception of Definition and Use of Examples When Doing and Teaching Mathematics

    Science.gov (United States)

    Johnson, Heather Lynn; Blume, Glendon W.; Shimizu, Jeanne K.; Graysay, Duane; Konnova, Svetlana

    2014-01-01

    To contribute to an understanding of the nature of teachers' mathematical knowledge and its role in teaching, the case study reported in this article investigated a teacher's conception of a metamathematical concept, definition, and her use of examples in doing and teaching mathematics. Using an enactivist perspective on mathematical…

  2. Reading and Reflecting: Elementary Preservice Teachers' Conceptions about Teaching Mathematics for Equity

    Science.gov (United States)

    Jackson, Christa; Jong, Cindy

    2017-01-01

    Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers…

  3. Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

    Directory of Open Access Journals (Sweden)

    Darja Skribe Dimec

    2017-03-01

    Full Text Available Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions. The sample consisted of 634 participants, 427 primary school pupils (aged 11–14, and 207 student teachers of biology (aged 20–23. We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis. Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

  4. The concept of competence and its relevance for science, technology, and mathematics education

    DEFF Research Database (Denmark)

    Ropohl, Mathias; Nielsen, Jan Alexis; Olley, Christopher

    2018-01-01

    . In contrast to earlier ed-ucational goals that focused more on basic skills and knowledge expectations, competences are more functionally oriented. They involve the ability to solve complex problems in a particular context, e.g. in vocational or everyday situations. In science, technology, and mathematics...... education, the concept of competence is closely linked to the concept of literacy. Apart from these rather cognitive and af-fective perspectives influenced by the need to assess students’ achievement of de-sired learning goals in relation to their interest and motivation, the perspectives of the concept...

  5. “THE UNDERTAKING” AND “THE RELEVANT MARKET”: KEY CONCEPTS IN THE ANALYSIS OF ANTICOMPETITIVE PRACTICES

    Directory of Open Access Journals (Sweden)

    CRISTINA CUCU

    2012-05-01

    Full Text Available The desire to maintain themselves on a particular market, at a higher level of profitability or at a reasonable level at least, can lead the undertakings to adopt an anticompetitive behaviour more easily. This may result from either the existence of anticompetitive agreements and concerted practices, or the tendency to abuse its dominant position which the undertaking has on a certain market. “The undertaking” and “the relevant market” are the key concepts in the analysis of anticompetitive practices. The active subject of anticompetitive practices is “the undertaking”. This concept has a particular significance in the competition law, different from the common law. Competition rules apply to the conduct of undertakings and associations of undertakings so that the concept of undertaking makes it possible to determine the categories of actors to which the competition rules apply. However, the term undertaking is nowhere defined in the EU Treaties; as such, the concept has generated a complex body of jurisprudence."The market" is a term with pronounced economic resonances; synthetically, the market is the place where supply meets demand. In the context of the competition law, "the market" means "relevant market". The relevant market is the market of product/service in terms of demand and supply, and then superimposed on the geographic market.The analysis of these key concepts necessarily entails the conceptual delimitation of the notions. On this purpose, the relevant legal provisions will be identified in the Romanian and EU law, together with the decisions of the European Court of Justice in this matter.

  6. General concepts of ventricular function, Myocardial perfusion, and exercise physiology relevant to nuclear cardiology

    International Nuclear Information System (INIS)

    Kronenberg, M.W.; Becker, L.C.

    1988-01-01

    Knowledge of ventricular mechanics, the physiology of the coronary circulation, and exercise physiology is necessary for the accurate interpretation of radionuclide ventriculographic and myocardial perfusion images. This chapter outlines these important basic concepts as applied to the whole heart

  7. THE CONCEPTION OF NURSING WORK BY STUDENTES AND TEACHERS FROM A TECHNICAL COURSE

    Directory of Open Access Journals (Sweden)

    Amailson Sandro Barros

    2016-12-01

    Full Text Available This article aims at presenting the conception of work envisioned by students and teachers from a technical course on nursing. For that end, we interviewed 12 students and 03 teachers from the course. The data was collected through structured interviews. The data obtained pointed to a concept of work relied on pleasure and satisfaction for caring, as well as source of remuneration, which is related to the ideological background perpetuated that associates nursing to dedication, obedience and material detachment. The speech of the participants disregards the shock between capital and labor and the social construction and historical exploitation of the workforce, keeping strongly the dogma of charity in the field of nursing. The reports pointed to the dual character of the work which comprises the abstract and concrete conceptions, leading to a division between intellectual labor versus manual work and precarization of labor in nursing and teaching.

  8. TEACHER EDUCATION IN CONTEMPORARY SOCIETY: PEDAGOGICAL PRACTICES FOR HOLISTIC QUALITY AND RELEVANT TEACHER EDUCATION IN THE 21ST CENTURY

    OpenAIRE

    Harriet Wambui Njui

    2017-01-01

    This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical think...

  9. Factors which influence Texas biology teachers' decisions to emphasize fundamental concepts of evolution

    Science.gov (United States)

    Bilica, Kimberly Lynn

    The teaching of biological evolution in public science classrooms has been mitigated by a lingering and historic climate of controversy (Skoog, 1984; Skoog, 1979). This controversy has successfully stalled attempts to bring authentic science literacy to the American public (Bybee, 1997). The first encouraging signs of the abatement of this controversy occurred during the early 1990s when several prominent science organizations promoted evolution to its appropriate status as a central and unifying concept in biology (National Science Teachers Association, 1992; National Research Council, 1996; American Association for the Advancement of Science, 1990, 1993). The organizations acknowledged that not only should biological evolution be taught, evolution should stand as one of a select group of essential concepts upon which biology curricula should be built. Bandura's Social Learning theory (Bandura, 1997; Lumpe, Haney, & Czerniak, 2000) and Helms' Model of Identity (Helms, 1998) provide the theoretical basis for this study. Both Bandura and Helms explain the actions of teachers by examining the beliefs and values that influence their decisions. The models distinguish between two types of belief systems: capacity beliefs and context beliefs (Lumpe, et al, 2000; Helms, 1998). Both belief types influence and are influenced by individual actions. In this study, the action to be described is the decision that teachers make about the degree of emphasis on evolution in the classroom. The capacity beliefs that will be examined are teachers' beliefs about their capability to teach evolution. The contextual beliefs in this study are perceptions about students' capabilities to learn evolution, the status of evolution in science, the place of evolution in the biology classroom, the influence of textbooks, time, and community/school values. This study contributes to and extends the knowledge base established by studies of evolution education by exploring the relative amount of

  10. Taking a Concept to Commercialization: Designing Relevant Tests to Address Safety.

    Science.gov (United States)

    Ferrara, Lisa A

    2016-04-01

    Taking a product from concept to commercialization requires careful navigation of the regulatory pathway through a series of steps: (A) moving the idea through proof of concept and beyond; (B) evaluating new technologies that may provide added value to the idea; (C) designing appropriate test strategies and protocols; and (D) evaluating and mitigating risks. Moving an idea from the napkin stage of development to the final product requires a team effort. When finished, the product rarely resembles the original design, but careful steps throughout the product life cycle ensure that the product meets the vision.

  11. Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

    Science.gov (United States)

    Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

    2017-01-01

    Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

  12. Eastern/Western Conceptions of the "Good Teacher" and the Construction of Difference in Teacher Education

    Science.gov (United States)

    Marom, Lilach

    2018-01-01

    This paper examines the recertification process of internationally educated teachers (IETs) in British Columbia (BC). In order to teach in Canada IETs have to go through a recertification process. The recertification process varies between provinces and is a full-time training process, following an assessment of IETs' foreign credentials. Through…

  13. Organization of Concepts Relevant to Emotions and Their Regulation during Test Taking.

    Science.gov (United States)

    Schutz, Paul A.; Davis, Heather A.; Schwanenflugel, Paula J.

    2002-01-01

    Studied college students' organization of concepts related to emotions and their regulation during test taking and whether students with test anxiety have a different conceptual organization about test taking. Results with 78 and 76 students show that for students with low and moderate test anxiety, the organizational scheme for the selected…

  14. A Bridge between Two Cultures: Uncovering the Chemistry Concepts Relevant to the Nursing Clinical Practice

    Science.gov (United States)

    Brown, Corina E.; Henry, Melissa L. M.; Barbera, Jack; Hyslop, Richard M.

    2012-01-01

    This study focused on the undergraduate course that covers basic topics in general, organic, and biological (GOB) chemistry at a mid-sized state university in the western United States. The central objective of the research was to identify the main topics of GOB chemistry relevant to the clinical practice of nursing. The collection of data was…

  15. Community Inquiry and Curriculum Development: A Relevant Education for Teachers about the Vietnam War

    Science.gov (United States)

    Dentith, Audrey M.; McCarry, David S.

    2003-01-01

    In this article, the authors describe an innovative university-based project that connected graduate-level, preservice, and beginning teachers enrolled in a curriculum class for secondary and elementary teaching certification with a community-based war museum memorial and educational center. The course required these teachers to construct units on…

  16. Making Real Analysis Relevant to Secondary Teachers: Building up from and Stepping down to Practice

    Science.gov (United States)

    Wasserman, Nicholas H.; Fukawa-Connelly, Timothy; Villanueva, Matthew; Mejia-Ramos, Juan Pablo; Weber, Keith

    2017-01-01

    Future teachers often claim that advanced undergraduate courses, even those that attempt to connect to school mathematics, are not useful for their teaching. This paper proposes a new way of designing advanced undergraduate content courses for secondary teachers. The model involves beginning with an analysis of the curriculum and practices of…

  17. Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

    Science.gov (United States)

    Kubanyiova, Magdalena; Feryok, Anne

    2015-01-01

    Understanding language teachers' "mental lives" (Walberg, 1972), and how these shape and are shaped by the activity of language teaching in diverse sociocultural contexts, has been at the forefront of the sub discipline of applied linguistics that has become known as "language teacher cognition." Although the collective…

  18. Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics.

    Science.gov (United States)

    Jacobs, Johanna C G; van Luijk, Scheltus J; van der Vleuten, Cees P M; Kusurkar, Rashmi A; Croiset, Gerda; Scheele, Fedde

    2016-09-21

    Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience. Our research questions for the current study are (1) which specific elements of medical school explain the effect of medical school on teachers' conceptions of learning and teaching? How? and (2) which contextual and personal characteristics are related to conceptions of learning and teaching? How? Individual interviews were conducted with 13 teachers of the undergraduate curricula in two medical schools. Previously their conceptions of learning and teaching were assessed with the COLT questionnaire. We investigated the meanings they attached to context and personal characteristics, in relation to their conceptions of learning and teaching. We used a template analysis. Large individual differences existed between teachers. Characteristics mentioned at the medical school and curriculum level were 'curriculum tradition', 'support by educational department' and 'management and finances'. Other contextual characteristics were 'leadership style' at all levels but especially of department chairs, 'affordances and support', 'support and relatedness', and 'students' characteristics'. Personal characteristics were 'agency', 'experience with PBL (as a student or a teacher)','personal development', 'motivation and work engagement'and 'high content expertise'. Several context and personal characteristics associated with teachers' conceptions were identified, enabling a broader view on faculty development with attention for these characteristics, next to teaching skills.

  19. Inorganic concepts relevant to metal binding, activity, and toxicity in a biological system

    Energy Technology Data Exchange (ETDEWEB)

    Hoeschele, J.D. (Warner-Lambert Co., Ann Arbor, MI (USA). Parke-Davis Pharmaceutical Research Div.); Turner, J.E.; England, M.W. (Oak Ridge National Lab., TN (USA))

    1990-01-01

    The purpose of this paper is to review selected physical and inorganic concepts and factors which might be important in assessing and/or understanding the fact and disposition of a metal system in a biological environment. Hopefully, such inquiries will ultimately permit us to understand, rationalize, and predict differences and trends in biological effects as a function of the basic nature of a metal system and, in optimal cases, serve as input to a system of guidelines for the notion of Chemical Dosimetry.'' The plan of this paper is to first review, in general terms, the basic principles of the Crystal Field Theory (CFT), a unifying theory of bonding in metal complexes. This will provide the necessary theoretical background for the subsequent discussion of selected concepts and factors. 21 refs., 7 figs., 6 tabs.

  20. Pre-Service Physics Teachers' Understanding of the Relational Structure of Physics Concepts: Organising Subject Contents for Purposes of Teaching

    Science.gov (United States)

    Koponen, Ismo; Nousiainen, Maija

    2013-01-01

    Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress--there is "flux…

  1. INCLUSION OF THE CONCEPTS OF MODERN PHISICS IN THE CLASSROOM AND THE DIFFICULTIES ENCOUNTERED BY TEACHERS

    Directory of Open Access Journals (Sweden)

    R. Amorim

    2016-02-01

    Full Text Available In the study, we aimed to demonstrate through a literature review, the main obstacles that permeate the introduction of Modern Phisics by teachers. For this reason, if made necessary a analisys, in official documents on whichs guidelines they bring to teachers on how to work the content covering the Modern Physics and the importance of this study for the students and, in Physics textbook about the approach of this theme, it was found that this exists, but, in a very basic. With respect to the difficulties to teach Physics proved that these are the most varied possible, with emphasis on lack of necessary instruction during their academic training for the approach in the classroom and research into the teaching of Science that do not contribute to the teaching practice. To help teachers are presented some teaching methods with the purpose of promoting a learning significantly more of the concepts of Modern Physics.

  2. SKILL OF TEACHER CANDIDATES IN INTEGRATING THE CONCEPT OF SCIENCE WITH LOCAL WISDOM

    Directory of Open Access Journals (Sweden)

    Parmin -

    2015-11-01

    Full Text Available Learning science is not limited to reviewing the concepts, but strengthens the identity of a nation that has a diversity of cultures. Science learning objectives that have been set in Indonesia, including the student is able to apply the science wisely, to maintain and preserve the cultural survival. The study aims to measure students' ability to relate concepts of science with local knowledge to use mind maps compiled individually. The results showed that 85% of teacher candidates are able to determine the relationship of science and local knowledge correctly. The ability to link the two domains, through the literature review, observation and interviews.

  3. An Investigation of Mathematical Knowledge Related to Mathematics Teachers' Basic Concepts in Sets Unit

    Directory of Open Access Journals (Sweden)

    Nurullah YAZICI

    2017-05-01

    Full Text Available This research was conducted in order to examine the subject matter of Mathematics teachers in the context of "Mathematical Knowledge For Teaching" (MKT model of "Basic Concepts in Sets" which is the first topic of the 9th class "Sets". The study group, which is one of the qualitative research methods, used the case study design, constitutes 5 mathematics teachers who work in different education levels (primary and secondary education in the academic year of 2015-2016. Open-ended questions and semi-structured interview form developed by the researcher were used for data collection. A descriptive analysis technique was used to analyze the data obtained through interviews. While analyzing the data, teacher and student textbooks, which were prepared by the Ministry of National Education for the purpose of teaching in 2015-2016 academic year, were taken as a reference. According to the research findings, it was determined that the teachers had deficiencies in the subject field of "Basic Concepts in the Sets" and had superficial knowledge rather than in depth knowledge.

  4. THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

    Directory of Open Access Journals (Sweden)

    Julius Ssegantebuka

    2017-08-01

    Full Text Available The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs, six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum.

  5. A survey of anatomical items relevant to the practice of rheumatology: upper extremity, head, neck, spine, and general concepts.

    Science.gov (United States)

    Villaseñor-Ovies, Pablo; Navarro-Zarza, José Eduardo; Saavedra, Miguel Ángel; Hernández-Díaz, Cristina; Canoso, Juan J; Biundo, Joseph J; Kalish, Robert A; de Toro Santos, Francisco Javier; McGonagle, Dennis; Carette, Simon; Alvarez-Nemegyei, José

    2016-12-01

    This study aimed to identify the anatomical items of the upper extremity and spine that are potentially relevant to the practice of rheumatology. Ten rheumatologists interested in clinical anatomy who published, taught, and/or participated as active members of Clinical Anatomy Interest groups (six seniors, four juniors), participated in a one-round relevance Delphi exercise. An initial, 560-item list that included 45 (8.0 %) general concepts items; 138 (24.8 %) hand items; 100 (17.8 %) forearm and elbow items; 147 (26.2 %) shoulder items; and 130 (23.2 %) head, neck, and spine items was compiled by 5 of the participants. Each item was graded for importance with a Likert scale from 1 (not important) to 5 (very important). Thus, scores could range from 10 (1 × 10) to 50 (5 × 10). An item score of ≥40 was considered most relevant to competent practice as a rheumatologist. Mean item Likert scores ranged from 2.2 ± 0.5 to 4.6 ± 0.7. A total of 115 (20.5 %) of the 560 initial items reached relevance. Broken down by categories, this final relevant item list was composed by 7 (6.1 %) general concepts items; 32 (27.8 %) hand items; 20 (17.4 %) forearm and elbow items; 33 (28.7 %) shoulder items; and 23 (17.6 %) head, neck, and spine items. In this Delphi exercise, a group of practicing academic rheumatologists with an interest in clinical anatomy compiled a list of anatomical items that were deemed important to the practice of rheumatology. We suggest these items be considered curricular priorities when training rheumatology fellows in clinical anatomy skills and in programs of continuing rheumatology education.

  6. Teachers' Conceptions of Gifted and Average-Ability Students on Achievement-Relevant Dimensions

    Science.gov (United States)

    Baudson, Tanja Gabriele; Preckel, Franzis

    2016-01-01

    Stereotyping of gifted students may not only hinder identification and actualization of potential but also personality development ("stigma of giftedness"). This is obvious in the case of negative stereotyping (e.g., the disharmony hypothesis, which sees gifted students as intellectually strong, but emotionally and socially inferior),…

  7. On the relevance of Gibson's affordance concept for geographical information science (GISc).

    Science.gov (United States)

    Jonietz, David; Timpf, Sabine

    2015-09-01

    J. J. Gibson's concept of affordances has provided a theoretical basis for various studies in geographical information science (GISc). This paper sets out to explain its popularity from a GISc perspective. Based on a short review of previous work, it will be argued that its main contributions to GISc are twofold, including an action-centered view of spatial entities and the notion of agent-environment mutuality. Using the practical example of pedestrian behavior simulation, new potentials for using and extending affordances are discussed.

  8. Generation of silver standard concept annotations from biomedical texts with special relevance to phenotypes.

    Science.gov (United States)

    Oellrich, Anika; Collier, Nigel; Smedley, Damian; Groza, Tudor

    2015-01-01

    Electronic health records and scientific articles possess differing linguistic characteristics that may impact the performance of natural language processing tools developed for one or the other. In this paper, we investigate the performance of four extant concept recognition tools: the clinical Text Analysis and Knowledge Extraction System (cTAKES), the National Center for Biomedical Ontology (NCBO) Annotator, the Biomedical Concept Annotation System (BeCAS) and MetaMap. Each of the four concept recognition systems is applied to four different corpora: the i2b2 corpus of clinical documents, a PubMed corpus of Medline abstracts, a clinical trails corpus and the ShARe/CLEF corpus. In addition, we assess the individual system performances with respect to one gold standard annotation set, available for the ShARe/CLEF corpus. Furthermore, we built a silver standard annotation set from the individual systems' output and assess the quality as well as the contribution of individual systems to the quality of the silver standard. Our results demonstrate that mainly the NCBO annotator and cTAKES contribute to the silver standard corpora (F1-measures in the range of 21% to 74%) and their quality (best F1-measure of 33%), independent from the type of text investigated. While BeCAS and MetaMap can contribute to the precision of silver standard annotations (precision of up to 42%), the F1-measure drops when combined with NCBO Annotator and cTAKES due to a low recall. In conclusion, the performances of individual systems need to be improved independently from the text types, and the leveraging strategies to best take advantage of individual systems' annotations need to be revised. The textual content of the PubMed corpus, accession numbers for the clinical trials corpus, and assigned annotations of the four concept recognition systems as well as the generated silver standard annotation sets are available from http://purl.org/phenotype/resources. The textual content of the Sh

  9. Generation of silver standard concept annotations from biomedical texts with special relevance to phenotypes.

    Directory of Open Access Journals (Sweden)

    Anika Oellrich

    Full Text Available Electronic health records and scientific articles possess differing linguistic characteristics that may impact the performance of natural language processing tools developed for one or the other. In this paper, we investigate the performance of four extant concept recognition tools: the clinical Text Analysis and Knowledge Extraction System (cTAKES, the National Center for Biomedical Ontology (NCBO Annotator, the Biomedical Concept Annotation System (BeCAS and MetaMap. Each of the four concept recognition systems is applied to four different corpora: the i2b2 corpus of clinical documents, a PubMed corpus of Medline abstracts, a clinical trails corpus and the ShARe/CLEF corpus. In addition, we assess the individual system performances with respect to one gold standard annotation set, available for the ShARe/CLEF corpus. Furthermore, we built a silver standard annotation set from the individual systems' output and assess the quality as well as the contribution of individual systems to the quality of the silver standard. Our results demonstrate that mainly the NCBO annotator and cTAKES contribute to the silver standard corpora (F1-measures in the range of 21% to 74% and their quality (best F1-measure of 33%, independent from the type of text investigated. While BeCAS and MetaMap can contribute to the precision of silver standard annotations (precision of up to 42%, the F1-measure drops when combined with NCBO Annotator and cTAKES due to a low recall. In conclusion, the performances of individual systems need to be improved independently from the text types, and the leveraging strategies to best take advantage of individual systems' annotations need to be revised. The textual content of the PubMed corpus, accession numbers for the clinical trials corpus, and assigned annotations of the four concept recognition systems as well as the generated silver standard annotation sets are available from http://purl.org/phenotype/resources. The textual content

  10. Preservice Biology Teachers' Conceptions About the Tentative Nature of Theories and Models in Biology

    Science.gov (United States)

    Reinisch, Bianca; Krüger, Dirk

    2018-02-01

    In research on the nature of science, there is a need to investigate the role and status of different scientific knowledge forms. Theories and models are two of the most important knowledge forms within biology and are the focus of this study. During interviews, preservice biology teachers ( N = 10) were asked about their understanding of theories and models. They were requested to give reasons why they see theories and models as either tentative or certain constructs. Their conceptions were then compared to philosophers' positions (e.g., Popper, Giere). A category system was developed from the qualitative content analysis of the interviews. These categories include 16 conceptions for theories ( n tentative = 11; n certai n = 5) and 18 conceptions for models ( n tentative = 10; n certain = 8). The analysis of the interviews showed that the preservice teachers gave reasons for the tentativeness or certainty of theories and models either due to their understanding of the terms or due to their understanding of the generation or evaluation of theories and models. Therefore, a variety of different terminology, from different sources, should be used in learning-teaching situations. Additionally, an understanding of which processes lead to the generation, evaluation, and refinement or rejection of theories and models should be discussed with preservice teachers. Within philosophy of science, there has been a shift from theories to models. This should be transferred to educational contexts by firstly highlighting the role of models and also their connections to theories.

  11. The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching

    Science.gov (United States)

    Lotter, Christine

    2005-11-01

    This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that

  12. The Tools Used by Science Teachers and Their Relevance to Objectives

    Directory of Open Access Journals (Sweden)

    Ulaş KUBAT

    2018-01-01

    Full Text Available The aim of this study is to reveal the views of science teachers on the use of tools in the learning-teaching process. Well-designed tools provide a rich learning environment. In this research qualitative research method was used. Semi-structured interview form was used as data collection tool. The working group consisted of 16 science teachers. According to the findings of the research, teachers use the most experimental materials as tools and teaching materials and 4 + 4 + 4 system creates problems for tools and materials. In addition, teachers have emphasized the problem of lack of material development. They indicated that well designed tools contribute to the achievement of objectives

  13. Manufacturing and testing of relevant scale mockup based on monoblock concept

    International Nuclear Information System (INIS)

    Di Pietro, E.; Orsini, A.; Sacchetti, M.; Libera, S.; Cardella, A.; Vieider, G.

    1993-01-01

    The results obtained from small-scale mockups manufactured on the monoblock design concept have proven that the solution appears promising for a conventional divertor operating with heat fluxes in the range 10 to 15 MW/m 2 with a thermal fatigue cycle exceeding 1000 cycles at full power. The divertor mock-up consists of six half meter-long armored tubes obtained by brazing CFC to TZM molybdenum alloy. Two types of CFC were used to investigate the advantages of 3-d CFCs with respect to more conventional and cheaper 2-d CFC. The brazing process utilizes three variants of a process developed in laboratory trials and based on selected combinations of active braze filler/CFC surface conditioning procedures. The supporting structure is based on the sliding support concept intended to assure a compromise between the requested thermal stability of the component and the buildup of secondary stresses deriving from mechanical constraints. The FE thermal and thermal mechanical analysis of the divertor mockup structure is reported and the critical areas of sliding support are highlighted for comparison with experimental results. The main results of NDE and experimental high heat flux tests are reported and discussed

  14. TASK RELEVANCE IN THE DESIGN OF ONLINE PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ELLs: A Q Methodology Study

    Directory of Open Access Journals (Sweden)

    Linda J. COLLINS

    2014-07-01

    Full Text Available Online professional development (oPD for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task relevance for maximum learning and transformation. The purpose of this study was to learn which tasks in an online professional development module were ranked by in-service educators as relevant to their work with English language learners (ELLs. Using Q methodology, the researcher asked participants to rank the relevancy of 36 online tasks from an online professional development module designed and developed at an American university. Participants used a -5 to 5 forced distribution to rank online activities from “Least relevant to my work with ELLs” to “Most relevant to my work with ELLs” followed by a semi-structured interview to explain their decisions. After data analysis, two factors emerged, indicating that participants’ perceptions on task relevance differed by professional roles and educational settings. The participants also favored didactic online tasks over interactive tasks. The findings from the oPD participants’ responses have the potential to serve as the basis for future online professional development design and for planning other relevant activities to be applied to the e-learning environment.

  15. Ethics of genetic counseling--basic concepts and relevance to Islamic communities.

    Science.gov (United States)

    El-Hazmi, Mohsen A F

    2004-01-01

    Scientific advances and technical developments in the field of laboratory diagnosis and their practical applications have raised ethical issues linked to religion, beliefs, lifestyle and traditions prevailing in different communities. Some of these are pertinent to genetic screening at various stages of life, prenatal diagnosis and the right of the genetically affected fetus to live--all aspects relevant to inbreeding marriages. Of relevance are medical and ethical principles based on professional responsibility. These ideological and social aspects encounter the challenges of science and its applications in the health field, which are linked, directly or indirectly, to scientific achievements and applications related to human genetics. Analysis of the human genome and identification of its sequence, and chemical components, and theories arising from connection of human genome components in health and disease conditions, have led to global requirements to outline legal aspects and ethical principles in relation to diagnosis, prevention and health care. This paper presents basic aspects of disseminating genetic information, guiding the individual, the couple, or the concerned family through genetically induced ill health and methods of control and prevention. The paper discusses the elements and manner and presents details of the application of genetic counseling in Islamic communities in light of scientific, religious, social and legal aspects in the Islamic arena.

  16. PROGNOSTICAL COMPETENCE OF THE FUTURE TEACHERS-ACTORS: TO THE ISSUE OF THE CONCEPT DEFINITION

    Directory of Open Access Journals (Sweden)

    Elena Viktorovna Tsalko

    2016-02-01

    Full Text Available In this paper on the basis of the notions of competence, forecasting, prognostical competence the author’s definition of future actors-teachers’ prognostical competence is developed. Under prognostic competence of future actors-teachers we understand a special competence that allows the subject, engaged in professional activities as a performer of roles in the theater (movies, TV, as well as performing teaching activities in the field of arts, to receive the necessary anticipatory information about the phenomenon under investigation (on performing roles in the theatre, films, and television, on the learning process and actors-teachers training. Components of prognostical competence as a type of competencies (cognitive, instrumental and operational and motivational-value are singled out. The feature of the future actor-teacher’s professional activities in the context of prognostical competence is viewed. It is the simultaneous solving the artistic-creative, organizational and teaching-upbringing problems.Purpose. The purpose of the paper is the definition of prognostical competence of future teachers-actors.Methodology. In the research the methods of theoretical level are used: comparison, analysis and synthesis, generalization, concretization; analytical methods; idealization and modeling.Result. The result of the research is the development of the author’s concept of «prognostical competence of the future teachers-actors».Practical implications. Application of the results: The results may be applied to the work of teachers-actors’ trainers as well as the researchers in Pedagogy.

  17. An Exploration of Teachers' Efforts to Understand Identity Work and its Relevance to Science Instruction

    Science.gov (United States)

    Smith, M. Cecil; Darfler, Anne

    2012-06-01

    US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders' scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to students' developmental needs. Science study should enable students to learn about themselves—to develop and refine their skills, define their values, explore personal interests, and understand the importance of science to themselves and others. Effective secondary science instruction requires attention to students' identity development—the key developmental task of adolescence. Secondary science teachers participated in an 8-week course focused on understanding adolescent identity development and methods for addressing identity. Transcripts of the teachers' online discussions of salient issues were analyzed to determine their perceptions regarding classroom identity work. Teachers identified several assets and obstacles to identity work that were organized into two broad categories: teacher knowledge, training opportunities, and administrative support, or lack of these; and, presence of inflexible curricula, standardized testing regimes, and increased teacher accountability. Implications for student growth and science teacher professional development are discussed.

  18. Cosmopolitanism and the relevance of 'zombie concepts': the case of anomic suicide amongst Alevi Kurd youth.

    Science.gov (United States)

    Cetin, Umit

    2017-06-01

    Against Beck's claims that conventional sociological concepts and categories are zombie categories, this paper argues that Durkheim's theoretical framework in which suicide is a symptom of an anomic state of society can help us understand the diversity of trajectories that transnational migrants follow and that shape their suicide rates within a cosmopolitan society. Drawing on ethnographic data collected on eight suicides and three attempted suicide cases of second-generation male Alevi Kurdish migrants living in London, this article explains the impact of segmented assimilation/adaptation trajectories on the incidence of suicide and how their membership of a 'new rainbow underclass', as a manifestation of cosmopolitan society, is itself an anomic social position with a lack of integration and regulation. © London School of Economics and Political Science 2016.

  19. Knowledge of ideas: On design and the politics of relevance in concept development work

    DEFF Research Database (Denmark)

    Yoshinaka, Yutaka

    important roles in the selection of ideas for conceptualization and synthesis work in such projects – they at once open up and enable, while also delimit and constrain, the design space in which practitioners may engage their insight and skills. The study explores the translation of knowledge practices......The paper examines the emergent nature of how ideas and problem issues are handled in the organisational processes of project work in design. It addresses the knowledge practices entailed in the (re)association of past projects or activities within a project with ongoing ones (the idea of knowledge...... reuse). This is pursued from the standpoint of the particular and partial framings of knowledge, as localised and situated in character and enactment, through its socio-material ordering and mediation in heterogeneous networks of relations. Network building processes and the drawing of relevance play...

  20. Closeness and distance in the nurse-patient relation. The relevance of Edith Stein's concept of empathy.

    Science.gov (United States)

    Määttä, Sylvia M

    2006-01-01

    This paper emanates from the concept of empathy as understood by the German philosopher Edith Stein. It begins by highlighting different interpretations of empathy. According to the German philosopher Martin Buber, empathy cannot be achieved as an act of will. In contrast, the psychologist Carl Rogers believes that empathy is identical with dialogue and is the outcome of a cognitive act of active listening. The empathy concept of Edith Stein, philosopher and follower of Edmund Husserl's phenomenology, goes beyond these conflicting views and offers a more complex interpretation, with relevance for both healthcare and nursing education. When studying Stein's three-level model of empathy, a field of tension between perspectives of closeness and distance becomes apparent. The paper concludes by suggesting Stein's model of empathy as a strategy to overcome the tension and meet the demands of empathy.

  1. Students’ Understanding of the Concept of Democracy and Implications for Teacher Education in Social Studies

    Directory of Open Access Journals (Sweden)

    Nora Elise Hesby Mathé

    2016-04-01

    be actively encouraged and maintained also in successful democracies. Little is known, however, about how students understand and explain democracy as a subject-specific concept. Such knowledge may be valuable for social studies teachers and teacher educators to fulfil the purpose of the social studies curriculum. The present article investigates 16-year-old students’ understanding of the concept of democracy. In social studies, the concept of democracy is essential not only for disciplinary understanding and discourse, but also for students’ out-of-school democratic participation. To investigate students’ understanding of this concept, semi-structured group interviews were conducted with a total of 23 students at three different Norwegian upper secondary schools. A central finding is that students primarily expressed a liberal understanding of democracy focusing on voting in elections as the main political activity. Students also demonstrated more or less limited or elaborate understanding. In addition to presenting and discussing students’ understandings of the concept of democracy, this article considers implications for teacher education in social studies. One implication is that teacher educators need to engage actively in discussing and defining core concepts with their students. This is related to supporting student teachers’ professional development and in turn developing adolescents’ opportunities for democratic participation. Such a dual focus can provide a knowledge base to help student teachers in their professional development in their first years as practicing teachers.Keywords: democracy, concepts, understanding, teacher education, social studies, democratic theory

  2. Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

    Science.gov (United States)

    Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

    2016-01-01

    The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

  3. Blended Learning in Vocational Education: Teachers' Conceptions of Blended Learning and Their Approaches to Teaching and Design

    Science.gov (United States)

    Bliuc, Ana-Maria; Casey, Grant; Bachfischer, Agnieszka; Goodyear, Peter; Ellis, Robert A.

    2012-01-01

    This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended…

  4. Argentinean Students' and Teachers' Conceptions of Day and Night: An Analysis in Relation to Astronomical Reference Systems

    Science.gov (United States)

    Galperin, D.; Raviolo, A.

    2015-01-01

    This work analysed the evolution of day/night cycle conceptions held by students of different ages and teachers in the Patagonian region of Argentina. The research was based on drawings, written explanations and semi-structured individual interviews. The results showed that both teachers and students had significant comprehension problems. These…

  5. The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

    Science.gov (United States)

    Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

    2016-01-01

    Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

  6. Changing Preservice Science Teachers' Views of Nature of Science: Why Some Conceptions May Be More Easily Altered than Others

    Science.gov (United States)

    Mesci, Gunkut; Schwartz, Renee' S.

    2017-01-01

    The purpose of this study was to assess preservice teachers' views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and…

  7. An Examination of Meaning in Life, Satisfaction with Life, Self-Concept and Locus of Control among Teachers

    Science.gov (United States)

    Tas, Ibrahim; Iskender, Murat

    2018-01-01

    The aim of this study is to examine meaning in life, satisfaction with life, self-concept and locus of control among teachers by several variables. The research group was composed of 363 teachers (114 [40%] women, 219 [60%] men) working in several districts of Istanbul. The data were collected with Meaning in Life Scale (MLS), Satisfaction with…

  8. Developing Pre-Service Teachers' Subject Matter Knowledge of Electromagnetism by Integrating Concept Maps and Collaborative Learning

    Science.gov (United States)

    Govender, Nadaraj

    2015-01-01

    This case study explored the development of two pre-service teachers' subject matter knowledge (SMK) of electromagnetism while integrating the use of concept maps (CM) and collaborative learning (CL) strategies. The study aimed at capturing how these pre-service teachers' SMK in electromagnetism was enhanced after having been taught SMK in a…

  9. A Study on Identifying the Misconceptions of Pre-Service and In-Service Teachers about Basic Astronomy Concepts

    Science.gov (United States)

    Kanli, Uygar

    2014-01-01

    Nowadays, the importance given to astronomy teaching in science and physics education has been gradually increasing. At the same time, teachers play an important role in remediating the misconceptions about astronomy concepts held by students. The present study aims to determine the misconceptions of pre-service physics teachers (n = 117),…

  10. Critical Listening and the Dialogic Aspect of Moral Education: J. F. Herbart's Concept of the Teacher as Moral Guide

    Science.gov (United States)

    English, Andrea

    2011-01-01

    In his central educational work, "The Science of Education" (1806), J. F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into…

  11. Addressing Pre-Service Teachers' Understandings and Difficulties with Some Core Concepts in the Special Theory of Relativity

    Science.gov (United States)

    Selcuk, Gamze Sezgin

    2011-01-01

    The aim of this study is to investigate pre-service teachers' understanding of and difficulties with some core concepts in the special theory of relativity. The pre-service teachers (n = 185) from the Departments of Physics Education and Elementary Science Education at Dokuz Eylul University (in Turkey) participated. Both quantitative and…

  12. Deep Time Framework: A Preliminary Study of U.K. Primary Teachers' Conceptions of Geological Time and Perceptions of Geoscience.

    Science.gov (United States)

    Trend, Roger David

    2001-01-01

    Studies (n=51) inservice school teachers with regard to their orientations toward geoscience phenomena in general and deep time in particular. Aims to identify the nature of idiosyncratic conceptions of deep time and propose a curricular Deep Time Framework for teacher education. (Contains 29 references.) (Author/YDS)

  13. Perceptions of Pre-Service Social Sciences Teachers Regarding the Concept of "Geography" by Mind Mapping Technique

    Science.gov (United States)

    Ozturk Demirbas, Cagri

    2013-01-01

    The objective of this study is to present the perceptions of preservice social sciences teachers regarding the concept of geography. In the study, the study group consists of 46 preservice social sciences teachers, who receive education at Ahi Evran University. The data were collected in December, 2010. Mind maps were used as data collection tools…

  14. Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers

    Science.gov (United States)

    Spilt, Jantine L.; van Lier, Pol A. C.; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde

    2014-01-01

    This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children's social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported…

  15. Creating broad acceptance of novel nuclear concepts (A progress report on relevant ISTC programs)

    Energy Technology Data Exchange (ETDEWEB)

    Tocheny, Lev V. [ISTC - International Science and Technology Center, Krasnoproletarskaya 32-34, POBox 20, 127473 Moscow (Russian Federation)

    2008-07-01

    The International Science and Technology Center (ISTC) is a unique international organization created in Moscow more than twelve years ago by Russia, USA, EU and Japan. Later Korea and Canada, and several CIS countries as well acceded to ISTC. The basic idea behind establishing the ISTC was to support non-proliferation of the mass destruction weapons technologies by re-directing former Soviet weapons scientists to peaceful research thus preventing the drain of dangerous knowledge and expertise from Russia and other CIS countries. Numerous science and technology projects are realized with the ISTC support in different areas, from bio-technologies and environmental problems to all aspects of nuclear studies, including those focused on the development of effective innovative concepts and technologies in the nuclear field, in general, and for improvement of nuclear safety, in particular. Presently, the ISTC has 40 member countries (27 from EU), representing the CIS, Europe, Asia, and North America. The Partner list includes over 180 organizations and leading industrial companies from all ISTC parties. ISTC Activities to the end of 2007 above 2500 projects approved for funding. More than 350 institutions and 35,000 specialists received grants from ISTC. The presentation addresses some consequences of the ISTC projects and programs, related to nuclear science and technologies, as well as methods and approaches employed by the ISTC to foster close international collaboration and joint manage projects towards fruitful results. (authors)

  16. Creating broad acceptance of novel nuclear concepts (A progress report on relevant ISTC programs)

    International Nuclear Information System (INIS)

    Tocheny, Lev V.

    2008-01-01

    The International Science and Technology Center (ISTC) is a unique international organization created in Moscow more than twelve years ago by Russia, USA, EU and Japan. Later Korea and Canada, and several CIS countries as well acceded to ISTC. The basic idea behind establishing the ISTC was to support non-proliferation of the mass destruction weapons technologies by re-directing former Soviet weapons scientists to peaceful research thus preventing the drain of dangerous knowledge and expertise from Russia and other CIS countries. Numerous science and technology projects are realized with the ISTC support in different areas, from bio-technologies and environmental problems to all aspects of nuclear studies, including those focused on the development of effective innovative concepts and technologies in the nuclear field, in general, and for improvement of nuclear safety, in particular. Presently, the ISTC has 40 member countries (27 from EU), representing the CIS, Europe, Asia, and North America. The Partner list includes over 180 organizations and leading industrial companies from all ISTC parties. ISTC Activities to the end of 2007 above 2500 projects approved for funding. More than 350 institutions and 35,000 specialists received grants from ISTC. The presentation addresses some consequences of the ISTC projects and programs, related to nuclear science and technologies, as well as methods and approaches employed by the ISTC to foster close international collaboration and joint manage projects towards fruitful results. (authors)

  17. The paraphilia-related disorders: an investigation of the relevance of the concept in sexual murderers.

    Science.gov (United States)

    Briken, Peer; Habermann, Niels; Kafka, Martin P; Berner, Wolfgang; Hill, Andreas

    2006-05-01

    Paraphilic disorders (PAs) and sexual preoccupation are known risk factors for recidivism in sexual offenders. Nonparaphilic sexual excessive behaviors-so-called paraphilia-related disorders (PRDs), like paraphilias, are also characterized by sexual preoccupation and volitional impairment and can be diagnosed in paraphilic men. The prevalence and clinical significance of PRDs in sexual homicide perpetrators, however, is unknown. We investigated the relationship between PAs and PRDs retrospectively in a sample of 161 sexual murderers. Four groups were compared: men without a PA or a PRD diagnosis, men with at least one PRD but no PA, men with at least one PA but no PRD, and finally, those with a combination of both (PA+PRD). The PA+PRD group had the most lifetime cumulative sexual impulsivity disorders, more developmental problems, the highest persistent frequency of sexual activity, the highest number of previous sexual offences, more sexual sadism, and compulsive masturbation. Men of the PRD subsample had suffered more from childhood sexual abuse, showed more promiscuity, psychopathy, and alcohol problems. The use of the PRD concept in this special offender group should be further investigated with prospectively designed studies.

  18. [The concept of quality of life in medicine: its history and current relevance].

    Science.gov (United States)

    Bullinger, Monika

    2014-01-01

    This paper attempts to review 40 years of quality-of-life research. The increasing recognition of the topic is obvious from the number of publications and its representation in academic discussions. Despite a rather weak theoretical foundation, methods of quality-of-life assessment have been developed successfully. Both the number and the quality of assessment tools have increased over the years so that there is now a broad spectrum of instruments for adults and children available, which is used from epidemiological studies to health services research, and especially in quality assurance and comparative benchmarking. Assessment is still underrepresented in clinical trials, which is why only few meta-analyses and reviews are available. Also, implementation of results in recommendations for treatment and in guidelines has just started. Implications for clinical practice also relate to the patient orientation in the physician-patient communication. A future perspective is the widespread use of available instruments, provided that relevant information is gained, which depends on the study design as well as the interpretation and dissemination of results. Consequences for the healthcare systems are expected if improvements in quality of life can be attributed to benefits of treatment and surrounding services. Copyright © 2014. Published by Elsevier GmbH.

  19. Critical Thinking in Secondary Language Arts: Teacher Perceptions and Relevant Strategies

    Science.gov (United States)

    Enabulele, Augustine

    2011-01-01

    The purpose of this research was to examine the effectiveness of the dialectical journal as a tool for teaching critical thinking skills, and to assess middle school teachers' perception of critical thinking. Two groups of middle school students were split into one control and one experimental group. Both groups took a critical thinking test…

  20. A teacher-centered exploration of the relevance of social factors to theory of mind development.

    Science.gov (United States)

    Wright, Barlow C; Mahfoud, Janina

    2014-02-01

    Many accounts of children's Theory of Mind (ToM) development favor a cognitive explanation, for example, in terms of mental representational improvements at or before 4 years. Here, we investigated whether social factors as rated by a child's teacher, are related to ToM development. We tested 82 children of 3-6 years on each of four ToM tasks, and their class teacher completed a social questionnaire about each child's playing behavior, sharing, talkativeness, confidence, aggressiveness and outgoingness. A measure of task memory and the child's gender were also recorded. Here, children generally passed ToM tasks after 5 years-old, but no one gender performed reliably better than the other. Teacher-rated confidence and playing behavior were correlated to ToM. But in a regression analysis, these were replaced by teacher-rated talkativeness; with age and memory given primacy in both sets of analyses. It is concluded that maturation and cognitive factors may well have primacy but social factors, facilitated during early primary education, must also be given a role in ToM development. © 2013 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  1. Putting "Maori" in the Mainstream: Student Teachers' Reflections of a Culturally Relevant Pedagogy

    Science.gov (United States)

    Sexton, Steven S.

    2011-01-01

    This paper reports on student teachers' experiences of an education program that was explicitly designed to be grounded in both Kaupapa Maori and mainstream pedagogy. This program started from the Kaupapa Maori view to be Maori as Maori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa…

  2. Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use.

    Science.gov (United States)

    Dudovitz, Rebecca N; Chung, Paul J; Wong, Mitchell D

    2017-01-01

    Poor academic (eg, "I am a bad student") and behavioral (eg, "I am a troublemaker") self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral self-concepts. We analyzed cross-sectional surveys of 929 9th-12th grade low-income minority adolescents in Los Angeles assessing self-concept, social networks, and 30-day use of alcohol, marijuana and other drugs. We performed generalized estimating equations, accounting for clustering at the school level and controlling for family and peer influences and contextual factors. We also tested whether self-concept-mediated associations between relationships with teachers or coaches and 30-day substance use. More perceived teacher support was associated with lower odds of marijuana and other drug use and better academic and behavioral self-concepts. Behavioral self-concept mediated the associations between teacher support and substance use. By facilitating relationships with adults and improving teachers' capacity to build supportive environments, schools may positively shape how adolescents see themselves, which might help reduce adolescent substance use. © 2016, American School Health Association.

  3. Reconsidering the concept of nursing as handled by Japanese nursing teachers : The nursing network formed by innovative nursing teachers

    OpenAIRE

    山梨, 八重子; ヤマナシ, ヤエコ; Yamanashi, Yaeko

    2017-01-01

    The purpose of this paper is to clarify the originality of nursing given by nursing teachers. From the results, I concluded that, taking nursing from the viewpoint of Kant education, all teachers including the nursing teachers, and nursing teachers make teachers and others to bring out the important nursing skills in themselves. Further the network formed from these interactions is the origin of the nursing provided by nursing teachers.

  4. Physics Structure Analysis of Parallel Waves Concept of Physics Teacher Candidate

    International Nuclear Information System (INIS)

    Sarwi, S; Linuwih, S; Supardi, K I

    2017-01-01

    The aim of this research was to find a parallel structure concept of wave physics and the factors that influence on the formation of parallel conceptions of physics teacher candidates. The method used qualitative research which types of cross-sectional design. These subjects were five of the third semester of basic physics and six of the fifth semester of wave course students. Data collection techniques used think aloud and written tests. Quantitative data were analysed with descriptive technique-percentage. The data analysis technique for belief and be aware of answers uses an explanatory analysis. Results of the research include: 1) the structure of the concept can be displayed through the illustration of a map containing the theoretical core, supplements the theory and phenomena that occur daily; 2) the trend of parallel conception of wave physics have been identified on the stationary waves, resonance of the sound and the propagation of transverse electromagnetic waves; 3) the influence on the parallel conception that reading textbooks less comprehensive and knowledge is partial understanding as forming the structure of the theory. (paper)

  5. Teachers and Coaches in Adolescent Social Networks Are Associated with Healthier Self-Concept and Decreased Substance Use

    Science.gov (United States)

    Dudovitz, Rebecca N.; Chung, Paul J.; Wong, Mitchell D.

    2017-01-01

    Background: Poor academic (eg, "I am a bad student") and behavioral (eg, "I am a troublemaker") self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral…

  6. Conceptions of the Nature of Science Held by Undergraduate Pre-Service Biology Teachers in South-West Nigeria

    Science.gov (United States)

    Adedoyin, A. O.; Bello, G.

    2017-01-01

    This study investigated the conceptions of the nature of science held by pre-service undergraduate biology teachers in South-West, Nigeria. Specifically, the study examined the influence of their gender on their conceptions of the nature of science. The study was a descriptive research of the survey method. The population for the study comprised…

  7. Prospective Physics Teachers' Views on Their Knowledge about the New Concepts in Turkish High School Physics Curricula

    Science.gov (United States)

    Kapucu, Serkan; Yildirim, Ufuk

    2012-01-01

    The purpose of this study was to a) investigate prospective physics teachers' views on their knowledge about new physics concepts introduced in Turkish High School Physics Curricula; b) investigate the sources of their acquired knowledge about these new physics concepts; and c) explore if there were differences in views on knowledge about these…

  8. Using a Technology-Supported Approach to Preservice Teachers' Multirepresentational Fluency: Unifying Mathematical Concepts and Their Representations

    Science.gov (United States)

    McGee, Daniel; Moore-Russo, Deborah

    2015-01-01

    A test project at the University of Puerto Rico in Mayagüez used GeoGebra applets to promote the concept of multirepresentational fluency among high school mathematics preservice teachers. For this study, this fluency was defined as simultaneous awareness of all representations associated with a mathematical concept, as measured by the ability to…

  9. Children's Self-Concept: Parental School Engagement and Student-Teacher Relationships in Rural and Urban Australia

    Science.gov (United States)

    Gavidia-Payne, Susana; Denny, Bianca; Davis, Kate; Francis, Andrew; Jackson, Mervyn

    2015-01-01

    Self-concept is one important yet understudied construct, often associated with healthy children's well-being, and particularly crucial for those raised in rural disadvantaged communities. Also, commonly acknowledged is that adults, including parents and teachers, play an important role in fostering self-concept. The overall aim of the current…

  10. Teaching Future Teachers Basic Astronomy Concepts--Seasonal Changes--at a Time of Reform in Science Education

    Science.gov (United States)

    Trumper, Ricardo

    2006-01-01

    Bearing in mind students' misconceptions about basic concepts in astronomy, the present study conducted a series of constructivist activities aimed at changing future elementary and junior high school teachers' conceptions about the cause of seasonal changes, and several characteristics of the Sun-Earth-Moon relative movements like Moon phases,…

  11. Small Bodies, Big Concepts: Engaging Teachers and Their Students in Visual Analysis of Comets and Asteroids

    Science.gov (United States)

    Cobb, W. H.; Buxner, S.; Lebofsky, L. A.; Ristvey, J.; Weeks, S.; Zolensky, M.

    2011-12-01

    Small Bodies, Big Concepts is a multi-disciplinary, professional development project that engages 5th - 8th grade teachers in high end planetary science using a research-based pedagogical framework, Designing Effective Science Instruction (DESI). In addition to developing sound background knowledge with a focus on visual analysis, teachers' awareness of the process of learning new content is heightened, and they use that experience to deepen their science teaching practice. Culling from NASA E/PO educational materials, activities are sequenced to enhance conceptual understanding of big ideas in space science: what do we know, how do we know it, why do we care? Helping teachers develop a picture of the history and evolution of our understanding of the solar system, and honing in on the place of comets and asteroids in helping us answer old questions and discover new ones, teachers see the power and excitement underlying planetary science as human endeavor. Research indicates that science inquiry is powerful in the classroom and mission scientists are real-life models of science inquiry in action. Using guest scientist facilitators from the Planetary Science Institute, NASA Johnson Space Center, Lockheed Martin, and NASA E/PO professionals from McREL and NASA AESP, teachers practice framing scientific questions, using current visual data, and adapting NASA E/PO activities related to current exploration of asteroids and comets in our Solar System. Cross-curricular elements included examining research-based strategies for enhancing English language learners' ability to engage in higher order questions and a professional astronomy artist's insight into how visual analysis requires not just our eyes engaged, but our brains: comparing, synthesizing, questioning, evaluating, and wondering. This summer we pilot tested the SBBC curriculum with thirteen 5th- 10th grade teachers modeling a variety of instructional approaches over eight days. Each teacher developed lesson plans

  12. Introspective Inquiry: Self-Study and Its Relevance in Teacher Education

    Directory of Open Access Journals (Sweden)

    Neil Croy

    2012-01-01

    Full Text Available As teachers inevitably model their teaching on their ownexperiences, those who educate teachers must remainconscious of their own actions in the classroom, lestunwelcome behaviors or ineffective methods resurfacein their students’ future teaching. Therefore, self-studyof one’s professional practice is an invaluable tool forevaluating efficacy in the classroom. This study evaluatedthe teaching practices of Professor Melanie Shoffner(English education in ENGL 49200, an undergraduatemethods course. The study examined the specificmethods, strategies, and interactions Shoffner uses in herteaching in order to consider how her instruction does—or does not—support the development of her students.Data for the study consisted of my observational notesfrom multiple classes and my review of literature on selfstudyand relational teaching. During each observation, Iused an observational framework of my own design thatrecorded students’ participation and determined the levelof their engagement in classroom discussion, in additionto noting specific interactions between student andinstructor. By analyzing repetitions and common themesfrom my observations, spanning an entire semester, Iconcluded that student engagement in the classroom wasdependent on a variety of classroom activities, such asdiscussion, group work, and lectures. In addition, I foundthat students’ willingness to participate hinged on theprofessor’s use of positive reinforcement, communicatedthrough facial and verbal interaction. These findingssuggest that professors must be conscious of theirchoices in the classroom: seemingly insignificant acts ofinstruction and interaction can greatly influence students’development as future teachers.

  13. The Effects of Knowledge Maps on Acquisition and Retention of Visual Arts Concepts in Teacher Education

    Directory of Open Access Journals (Sweden)

    Paige Vitulli

    2014-01-01

    Full Text Available This study examined the use of knowledge maps as a tool for teacher education students to increase knowledge acquisition and retention of concepts related to the visual arts design elements: line, color, and shape. Participants were randomly assigned to either the no map or knowledge map group. Three instruments—Student Autobiography, Elements of Design Tests (EDT, and Knowledge Map Questionnaire—were used to collect data. Results revealed significantly higher means on the immediately administered posttest for the elements line and color and the delayed posttest for line map group. Questionnaire responses indicated positive attitudes toward knowledge map use as a study strategy. Specifically, endorsement was reported toward maps’ clarity, effectiveness for learning concepts, and enjoyment of use.

  14. Exploration the conception of prospective students teacher about limit of function

    Science.gov (United States)

    Usman, Juniati, Dwi; Siswono, Tatag Yuli Eko

    2017-08-01

    The purpose of this research is to explore the conception of prospective students teacher that highly skilled on mathematical ability about limit function, especially in the aspects of understanding, representation, mental image and proposition. This study was conducted by a qualitative exploratory method. The subject was one of the students in the mathematics education of Syiahkuala University which being chosen according to the expected criteria.. The research instrument was divided into main and supporting instrument. The data was analyzed by reducing, presenting, interpreting and concluding. The analyzing data results obtained the subject's conception about limit function were elaborated the meaning of limit function with representation verbal, graphic, symbol, and logical explanation, expressing the limit function definition with verbal representation, graphic, table and symbol. The subject defined the correlation of limit function by imaging, revealing, and using one-sided the limit of function. They expanded the propositions by symbols, explained logically, and proved using a formal definition.

  15. Conceptions of effort among students, teachers and parents within an English secondary school

    DEFF Research Database (Denmark)

    Stables, Andrew; Murakami, Kyoko; McIntosh, Shona

    2014-01-01

    ‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains...... widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualitative and quantitative data from questionnaires and interviews with teachers, students and parents at an English comprehensive school were collected. Analysis...... reveals that understandings of ‘effort’ are not uniform. Rather, ‘effort’ is a shorthand term, which can be used variably, therefore can be construed as a tool of negotiation, or a form of investment in a set of aims distinctive to each group or individual case. There is a strong case for more sustained...

  16. A Phenomenological Study of the Perceptions of Candidate Teachers about the Concepts of School, Teacher and Student in Their Dreams

    Science.gov (United States)

    Yildiz, Sevgi; Gizir, Siddika

    2018-01-01

    It was aimed in this study to determine through the metaphors how the first and fourth grade candidate teachers in the faculty of education dream of the school, student and teacher and to discuss the findings in the context of teacher training. The sample of the study is composed of 315 candidate teachers (181 in the first-grade and 134 in the…

  17. The Influence of Teachers' Conceptions on Their Students' Learning: Children's Understanding of Sheet Music

    Science.gov (United States)

    López-Íñiguez, Guadalupe; Pozo, Juan Ignacio

    2014-01-01

    Background: Despite increasing interest in teachers' and students' conceptions of learning and teaching, and how they influence their practice, there are few studies testing the influence of teachers' conceptions on their students' learning. Aims: This study tests how teaching conception (TC; with a distinction between…

  18. Fire and Water combined: Understanding the Relevance of Working Life Studies through a Concept of Practical Activity

    Directory of Open Access Journals (Sweden)

    Keijo Räsänen

    2015-11-01

    Full Text Available When I presented the basic ideas of this paper at a conference, a Swedish colleague commented: ‘you manage to combine water and fire.’ I understood his kind comment to mean that he used water and fire as metaphors for practice and theory. The comment puzzled me for a while. Water and fire obviously destroy each other, or at least radically transform each other. Then I realized that humans have actually managed to combine water and fire in several ways. One solution is the kettle. It makes possible to use fire in a controlled way for the human purpose of boiling water. Thus, this paper can be taken as an attempt at offering a kettle-like vehicle for bringing together practicetheoretical concepts and vocational practice. My kettle is a concept of practical activity. I am trying to boil up an answer to the following question: in what senses a study of work can be practically relevant to those who are doing the work being studied?

  19. Conceptions of Landscape-Ecological Relevance Emerged in the Czech Botany during the Second Half of Twentieth Century

    Directory of Open Access Journals (Sweden)

    Kovář Pavel

    2015-12-01

    Full Text Available This paper summarizes those substantial theoretical concepts or methods for applications within interdisciplinary or practical uses published by Czech autors (geobotanists = ecological botanists, plant ecologists and ecophysiologists during the second half of the 20th century, that were internationally cited. All selected thematical clusters are of landscape-ecological relevance through various contexts. Examples include the concepts of (potential reconstructed vegetation in maps (R. Neuhäusl, Z. Neuhäuslová, linear vegetation features (corridors in landscape and deductive classification of vegetation (K. Kopecký, analysis of soil seed bank (Z. Kropáč, dependency of macrophyte plant stands on ecodynamics (S. Hejný, dynamic periodicity in segetal vegetation (Z. Kropáč, E. Hadač, S. Hejný, anemo-orographic system explaining species richness in mountain regions (J. Jeník, productivity in grassland ecosystems (M. Rychnovská, J. Květ, elementary landscape units based on homogenity and potential vegetation (E. Hadač, landscape dispensation phenomena (V. Ložek, afforestation of coastal sandy dunes – the Netherlands, and polluted areas - the Czech Republic (J. Fanta, invasive plants and invasions into landscapes (M. Rejmánek.

  20. African communalism and public health policies: the relevance ofindigenous concepts of personal identity to HIV/AIDS policies in Botswana.

    Science.gov (United States)

    Jensen, Kipton; Gaie, Joseph Br

    2010-09-01

    This article explores the possible relevance of African communalism to HIV/AIDS policies in Botswana and other parts of sub-Saharan Africa. We examine various interpretations of African communalism, which many consider to be the cardinal insight of African thought. We suggest several applications of this indigenous notion of personhood to HIV prevention in general and to routine HIV-testing policies in particular. This analysis demonstrates some of the ethical dilemmas and cultural complexities inherent in designing as well as implementing effective HIV-prevention programmes that strike a conscientious balance between protecting individual freedoms and securing public health. Recovering past traditions (such as African conceptions of personal identity) is valuable not only for the purpose of self-identification but also for helping us meet the challenges and problems of today in Africa. We also suggest that the human-rights-based approach to HIV prevention, which strives to protect individuals, is possibly incompatible with the socio-ethical ideals espoused by African communalism. We conclude that public health programmes in Botswana and other parts of sub-Saharan Africa would be more effective if those who designed and implemented them possessed a better understanding of indigenous conceptions of personhood or human agency as well as existing ethno-medical beliefs and cultural practices.

  1. The Relevance of Mathematics: Leaders and Teachers as Gatekeeper for Queensland Senior Calculus Mathematics

    Science.gov (United States)

    Easey, Michael; Gleeson, Jim

    2016-01-01

    The aim of the larger study, of which this paper is a part, is to investigate the decline in Year 10 male students' participation in senior calculus mathematics courses at an independent boys' school located in metropolitan Queensland. This paper draws on Sealey and Noyes's (2010) relevance framework to conduct document analysis and interviews…

  2. Misconception of pre-service chemistry teachers about the concept of resonances in organic chemistry course

    Science.gov (United States)

    Widarti, Hayuni Retno; Retnosari, Rini; Marfu'ah, Siti

    2017-08-01

    A descriptive quantitative research has been done to identify the level of understanding and misconceptions of the pre-service chemistry teachers related to the concept of resonance in the organic chemistry course. The subjects of the research were 51 students of State University of Malang, majoring Chemistry Education, currently in their fourth semester, 2015-2016 academic year who have taken the course of Organic Chemistry I. The instruments used in this research is a combination of 8 numbers of multiple choice tests with open answer questions and certainty of response index (CRI). The research findings revealed that there are still misconceptions found in the organic chemistry course, especially about the concept of resonance. There were several misconceptions of the pre-service chemistry teachers, such as resonance structures are in equilibrium with each other; resonance structures are two or more Lewis structures with different in arrangement of both atom and electron; resonance structures are only structures containing charged atoms; formal charge and resonance structures are not related; and the stability of resonance structures are only determined by location of charges in atoms found in such structures. There is also a lack of understanding of curved arrows notation to show electron pair movement.

  3. Hindu Students and Their Missionary Teachers: Debating the Relevance of Rebirth in the Colonial Indian Academy

    Directory of Open Access Journals (Sweden)

    Nalini Bhushan

    2017-09-01

    Full Text Available This essay provides a meta-narrative for the philosophical dialogues that took place in colonial India between Scottish missionary philosophers and philosophers of Vedānta on the topic of karma and rebirth. In particular, it offers a reconstruction and analysis of the context and strategy that shaped the content of discussions that were initiated in the pages of the Madras Christian College Magazine in 1909 between Subrahmanya Sastri and AG Hogg and that inspired Radhakrishnan’s response in his dissertation entitled “The Ethics of Vedanta and its Metaphysical Suppositions”. The broad context is provided by a history of missionary presence in India. The context is further circumscribed by the ‘hybrid’ character of the position of the missionaries as teachers in departments of philosophy, teaching students of “upper-caste Hindus” in the English medium universities set up by the British in the late nineteenth century. The hermeneutics of form and context is essential to understanding the content of these debates about the ethics and metaphysics of Christianity and Hinduism, where the meaning and significance of the notion of rebirth took center stage. Importantly, these debates in turn shed light on the broader social and political context in which these debates took place.

  4. The Algebra Teacher's Guide to Reteaching Essential Concepts and Skills 150 Mini-Lessons for Correcting Common Mistakes

    CERN Document Server

    Muschla, Judith A; Muschla, Erin

    2011-01-01

    Easy to apply lessons for reteaching difficult algebra concepts Many students have trouble grasping algebra. In this book, bestselling authors Judith, Gary, and Erin Muschla offer help for math teachers who must instruct their students (even those who are struggling) about the complexities of algebra. In simple terms, the authors outline 150 classroom-tested lessons, focused on those concepts often most difficult to understand, in terms that are designed to help all students unravel the mysteries of algebra. Also included are reproducible worksheets that will assist teachers in reviewing and r

  5. Profile of Metacognition of Mathematics Pre-Service Teachers in Understanding the Concept of Integral Calculus with Regard Gender Differences

    Science.gov (United States)

    Misu, L.; Budayasa, I. K.; Lukito, A.

    2018-01-01

    This research is to describe metacognition profile of female and male mathematics’ pre-service teachers in understanding the concept of integral calculus. The subjects of this study are one female and 1 male mathematics’ pre-service teachers who have studied integral calculus. This research type is an explorative study with the qualitative approach. The main data collection of this research was obtained by using Interview technique. In addition, there are supporting data which is the result of the written work of research subjects (SP) in understanding the question of integral calculus. The results of this study are as follows: There is a difference in metacognition profiles between male and female mathematics’ pre-service teachers in the understanding concept of integral calculus in the interpreting category, especially the definite integral concept. While in the category of exemplifying, there is no difference in metacognition profile between male and female mathematics’ pre-service teachers either the definite integral concept and the indefinite integral concept.

  6. Representing Swiss Vocational Education and Training Teachers' Domain-Specific Conceptions of Financial Literacy Using Concept Maps

    Science.gov (United States)

    Leumann, Seraina

    2017-01-01

    Issues related to financial matters are an integral component of the curricula in vocational education and training in Switzerland. However, the differences between students' competences are caused not only by the curricula but by multiple factors. One key factor is teachers' characteristics that support successful learning processes. Teachers'…

  7. Principle of an operational complexity index for the characterization of the human factor relevance of future reactors concepts

    International Nuclear Information System (INIS)

    Papin, Bernard

    2004-01-01

    With the increasing reliability of the modern technological systems, the human contribution to the global risk in the operation of industrial systems is becoming more and more significant : in the nuclear reactor operation for example, a recent PSA estimation of this contribution is about 25% of the risk of core melting, all situations considered. This urges the designers of future nuclear reactors to consider the minimisation of this Human Factor (HF) contribution, at the very early stage of their design : the experience feedback shows that this is indeed at this stage that the fundamental design options, impacting the most the human reliability in operation, are fixed. The problem is that at these early design stages, it is also quite impossible to apply formal human reliability methods to support this HF optimisation, while the precise operating conditions of the reactor are not yet known in enough details. In this paper, another approach of the HF evaluation during the design, based on the functional and operational complexity assessment, is proposed. As an illustration, this approach is used to compare various concepts of Pressurized Water Reactors from the point of view of the Human Factor relevance. (Author)

  8. Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings

    Science.gov (United States)

    Eustache, Eddy; Gerbasi, Margaret E.; Severe, Jennifer; Fils-Aimé, J. Reginald; Smith Fawzi, Mary C.; Raviola, Giuseppe J.; Darghouth, Sarah; Boyd, Kate; Thérosmé, Tatiana; Legha, Rupinder; Pierre, Ermaze L.; Affricot, Emmeline; Alcindor, Yoldie; Grelotti, David J.; Becker, Anne E.

    2017-01-01

    Background Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. Aims To assess feasibility, acceptability, and utility of the teacher accompaniment phase of a school-based teacher accompagnateur pilot study (TAPS) in Haiti. Methods We assigned student participants, ages 18–22 (n=120) to a teacher participant (n=22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability, and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction, and utility by the percentage with identified mental health need who discussed treatment with a teacher. Results Favorable ratings support feasibility, acceptability, and utility of teacher-accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. Conclusions This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings. PMID:28367718

  9. Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings.

    Science.gov (United States)

    Eustache, Eddy; Gerbasi, Margaret E; Severe, Jennifer; Fils-Aimé, J Reginald; Smith Fawzi, Mary C; Raviola, Giuseppe J; Darghouth, Sarah; Boyd, Kate; Thérosmé, Tatiana; Legha, Rupinder; Pierre, Ermaze L; Affricot, Emmeline; Alcindor, Yoldie; Grelotti, David J; Becker, Anne E

    2017-06-01

    Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. To assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti. We assigned student participants, aged 18-22 years ( n = 120), to teacher participants ( n = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher. Favorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.

  10. Investigating inquiry beliefs and nature of science (NOS) conceptions of science teachers as revealed through online learning

    Science.gov (United States)

    Atar, Hakan Yavuz

    teachers NOS conceptions. Developing desired understanding of nature of science conceptions and having an adequate experience with inquiry learning is especially important for science teachers because science education literature suggests that the development of teachers' nature of science conceptions is influenced by their experiences with inquiry science (Akerson et. al. 2000) and implementation of science lessons reflect teachers' NOS conceptions (Abd-EL-Khalick & Boujaoude, 1997; Matson & Parsons, 1998; Rosenthal, 1993; Trowbridge, Bybee & Powell, 2000; Turner & Sullenger, 1999). Furthermore, the impediments to successful integration of inquiry based science instruction from teachers' perspective are particularly important, as they are the implementers of inquiry based science education reform. The purpose of this study is to understand the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices in their classrooms and how this relationship impedes or contributes to the implementation of inquiry based science education reform efforts. The participants of this study were in-service teachers who were accepted into the online Masters Program in science education program at a southern university. Three online courses offered in the summer semester of 2005 constituted the research setting of this study: (1) Special Problems in the Teaching of Secondary School Science: Nature of Science & Science Teaching, (2) Curriculum in Science Education, and (3) Colloquium. Multiple data sources were used for data triangulation (Miles & Huberman, 1984; Yin, 1994) in order to understand the relationship between participants' NOS views and their conceptions and beliefs about inquiry-based science teaching. The study revealed that the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices is far from being simple and linear. Data suggests that the teachers' sophistication of NOS conceptions influence their perception of

  11. Is fear of others linked to an uncertain sense of self? The relevance of self-worth, interpersonal self-concepts, and dysfunctional beliefs to paranoia.

    Science.gov (United States)

    Lincoln, Tania M; Mehl, Stephanie; Ziegler, Michael; Kesting, Marie-Luise; Exner, Cornelia; Rief, Winfried

    2010-06-01

    The assumption that a low sense of self-worth can give rise to paranoid delusions is relevant from a therapeutic perspective, but research has been inconsistent. The present study sought to investigate how interpersonal self-concepts and global self-worth relate to psychotic and depressive psychopathology in persons with psychosis. Participants with psychosis (n=83) and healthy controls (n=33) were assessed for global self-worth, interpersonal self-concepts, and dysfunctional beliefs using the Frankfurt Self-Concept Scale and the Dysfunctional Attitude Scale. Symptoms were assessed with the Positive and Negative Syndrome Scale, the Peters et al. Delusions Inventory, the Paranoia Checklist, and the Beck Depression Inventory. We hypothesized that perceived threat to self-worth, as expressed in dysfunctional acceptance beliefs and negative interpersonal self-concepts, would be uniquely associated with persecutory delusions. In contrast, low global self-worth would be strongly associated with symptoms of depression. Multiple regression analyses were used to investigate the association between symptoms and self-concepts. As expected, low global self-worth was associated with depression, whereas the more specific perception of not being accepted by relevant others was most clearly related to psychotic symptoms. Almost half of the variance in paranoia scores was explained by negative interpersonal self-concepts and the interaction between negative interpersonal self-concepts and dysfunctional acceptance beliefs. Thus, cognitive interventions for delusions might be improved by focusing more on interpersonal self-concepts. 2009. Published by Elsevier Ltd.

  12. CONCEPTS AND PRACTICES OF THE EDUCATIONAL PLANNING BASED ON A COMPETENCIES APPROACH OF TEACHERS OF TRAINEE TEACHERS

    Directory of Open Access Journals (Sweden)

    Inocente Melitón-García

    2014-07-01

    Full Text Available In order to understand the challenges faced by teachers in response to the innovation of curriculum and teaching matters, it is important to go deep into the the state of knowledge of trainee teachers education, analyze and systematize the production generated around this field called "didactic planning of the faculty". It is possible to state that talking about a daily basis teaching practice, it is a must to consider two aspects; on the one hand, referring to the work that prepares the teacher to the practice in schools for trainee teachers; on the other, updating and improvement during the professional performance. As a result, the hinge point to study all related to the planning of teaching from the perception of teachers of trainee school teachers, has been poorly treated by researchers or education specialist.

  13. Chinese and German Teachers' and Parents' Conceptions of Learning at Play--Similarities, Differences, and (In)Consistencies

    Science.gov (United States)

    Wu, Shu-Chen; Faas, Stefan; Geiger, Steffen

    2018-01-01

    This qualitative study investigated Chinese and German teachers' and parents' conceptions and understanding of learning at play. A total of 28 teachers and 12 parents took part in this study. Among the participants, 12 kindergarten teachers (6 German and 6 Chinese) were interviewed to obtain their perspectives on learning at play. These…

  14. Female and Male Teachers' Pro-Environmental Behaviour, Conceptions and Attitudes Towards Nature and the Environment Do Not Differ: Ecofeminism Put to the Test

    Science.gov (United States)

    Mc Ewen, B.; Clément, P.; Gericke, N. M.; Nyberg, E.; Hagman, M.; Landström, J.

    2015-01-01

    Teachers' pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre- and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one…

  15. Impact of Professional Learning on Teachers' Representational Strategies and Students' Cognitive Engagement with Molecular Genetics Concepts

    Science.gov (United States)

    Nichols, Kim

    2018-01-01

    A variety of practices and specialised representational systems are required to understand, communicate and construct molecular genetics knowledge. This study describes teachers' use of multimodal representations of molecular genetics concepts and how their strategies and choice of resources were interpreted, understood and used by students to…

  16. Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

    Science.gov (United States)

    Hechter, Richard P.; Guy, Mark

    2010-01-01

    This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

  17. A Comparative Study of the Professional and Curricular Conceptions of the Secondary Education Science Teacher in Spain

    Science.gov (United States)

    del Pozo, Martin R.; Martinez-Aznar, M.; Rodrigo, M.; Varela, P.

    2004-01-01

    This article presents a comparison between the professional and curricular conceptions of two samples of secondary education science teachers in Spain, who differed in their years of teaching experience and in whether or not they had participated in a long-duration scientific-pedagogical refresher course. Using the data from their responses to a…

  18. Teachers' Concepts of Musical Talent and Nurturing Musical Ability: Music Learning as Exclusive or as Opportunity for All?

    Science.gov (United States)

    Jaap, Angela; Patrick, Fiona

    2015-01-01

    In recent years, there has been a shift in terminology used to describe gift and talent. This has resulted in widespread adoption of the term high ability to describe more able pupils. This shift has promoted a more inclusive ethos in terms of the concept of encouraging talent development, but it has also highlighted tensions between teachers'…

  19. The Effect of Three Levels of Inquiry on the Improvement of Science Concept Understanding of Elementary School Teacher Candidates

    Science.gov (United States)

    Artayasa, I. Putu; Susilo, Herawati; Lestari, Umie; Indriwati, Sri Endah

    2018-01-01

    This research aims to compare the effect of the implementation of three levels of inquiry: level 2 (structured inquiry), level 3 (guided inquiry), and level 4 (open inquiry) toward science concept understanding of elementary school teacher candidates. This is a quasi experiment research with pre-test post-test nonequivalent control group design.…

  20. Using the History of Research on Sickle Cell Anemia to Affect Preservice Teachers' Conceptions of the Nature of Science.

    Science.gov (United States)

    Howe, Eric M.

    This paper examines how using a series of lessons developed from the history of research on sickle cell anemia affects preservice teacher conceptions of the nature of science (NOS). The importance of a pedagogy that has students do science through an integral use of the history of science is effective at enriching students' NOS views is presented.…

  1. Addressing pre-service teachers' understandings and difficulties with some core concepts in the special theory of relativity

    International Nuclear Information System (INIS)

    Selcuk, Gamze Sezgin

    2011-01-01

    The aim of this study is to investigate pre-service teachers' understanding of and difficulties with some core concepts in the special theory of relativity. The pre-service teachers (n = 185) from the Departments of Physics Education and Elementary Science Education at Dokuz Eylul University (in Turkey) participated. Both quantitative and qualitative research methods were used in this study. Students' understanding of and difficulties with core elements (time, length, mass and density) were tested using a paper-and-pencil questionnaire (including four questions) and in-depth interviews after the instruction of related modern physics topics. The analyses of the collected data were based on quantitative and qualitative techniques. The results indicate that pre-service teachers at different academic levels have specific and considerable difficulties with proper time, time dilation, proper length, mass and relativistic density concepts. In this paper, the conclusions of the study and implications for physics teaching are discussed.

  2. Professional Learning in Initial Teacher Education: Vision in the Constructivist Conception of Teaching and Learning

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

    2012-01-01

    With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a…

  3. Categorization of alternative astronomical and scientifical conceptions of the teachers from the north coast of São Paulo

    Science.gov (United States)

    Gonzaga, E. P.

    2016-05-01

    This work deals with the analysis of scientific and alternative astronomical concepts found in the responses of teachers who teach classes Science, Geography and Physic in Basic Education (BE) of the state of the North Coast of São Paulo and how to address the alternative astronomical concepts with students from students Fundamental Education (FE) and Medium Education (ME). Bringing the legal documents regarding the Astronomy in BE, within the national and the São Paulo regions curriculum level, also with rationed researches to the teacher's formation, conceptual errors in books, knowledge non-formal spaces, alternative concepts, Astronomical studies and content analysis for fundamental theoretical. The task executed with the teachers was done via Technical Orientations (TO), promoted by the Director of Education (DE) from Caraguatatuba and region, with the premise to threat the continuous formation giving moments of discussion, practical activities and using the Digital Mobile Planetarium (DMP) with non-formal spaces of knowledge to the Astronomical studies gathering data via questions. Within the analysis of the answers analysis by the teachers, tables were created with the categories that highlight actual situations on the astronomical studies in the North Coast of São Paulo, and demarked the possible paths where the continuous formation will be followed in the future. Aspects checked in the survey were highlighted; such as teachers understand that they need continuing education; teachers have scientific astronomical views on various aspects know to teach concepts of Astronomy at BE; TO is a viable option as continued training and the use of DMP as no formal teaching and learning.

  4. How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

    Directory of Open Access Journals (Sweden)

    Jennifer EDELMAN

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  5. How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching

    Directory of Open Access Journals (Sweden)

    Jennifer Edelman

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  6. Level conceptual change pre-service elementary teachers on electric current conceptions through visual multimedia supported conceptual change

    Science.gov (United States)

    Hermita, N.; Suhandi, A.; Syaodih, E.; Samsudin, A.; Marhadi, H.; Sapriadil, S.; Zaenudin, Z.; Rochman, C.; Mansur, M.; Wibowo, F. C.

    2018-05-01

    Now a day, conceptual change is the most valuable issues in the science education perspective, especially in the elementary education. Researchers have already dialed with the aim of the research to increase level conceptual change process on the electric conceptions through Visual Multimedia Supported Conceptual Change Text (VMMSCCText). We have ever utilized research and development method namely 3D-1I stands for Define, Design, Development, and Implementation. The 27 pre-service elementary teachers were involved in the research. The battery function in circuit electric conception is the futuristic concept which should have been learned by the students. Moreover, the data which was collected reports that static about 0%, disorientation about 0%, reconstruction about 55.6%, and construction about 25.9%. It can be concluded that the implementation of VMMSCCText to pre-service elementary teachers are increased to level conceptual change categories.

  7. Cognitive Processing about Classroom-Relevant Contexts: Teachers' Attention to and Utilization of Girls' Body Size, Ethnicity, Attractiveness, and Facial Affect

    Science.gov (United States)

    Wang, Shirley S.; Treat, Teresa A.; Brownell, Kelly D.

    2008-01-01

    This study examines 2 aspects of cognitive processing in person perception--attention and decision making--in classroom-relevant contexts. Teachers completed 2 implicit, performance-based tasks that characterized attention to and utilization of 4 student characteristics of interest: ethnicity, facial affect, body size, and attractiveness. Stimuli…

  8. Creating a Model of Acceptance: Preservice Teachers Interact with Non-English-Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

    Science.gov (United States)

    Ramirez, Olga; McCollough, Cherie A.; Diaz, Zulmaris

    2016-01-01

    The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of…

  9. We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

    Science.gov (United States)

    Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

    2011-10-01

    Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

  10. Conceptions on the Teaching of Subtraction: A study Focused on an in-Service Teacher Training Course

    Directory of Open Access Journals (Sweden)

    Mario Martínez Silva

    2004-05-01

    Full Text Available This paper reports a research about a group of in-service teachers working in primary public schools in a poor urban zone in Monterrey city, Mexico. Its main aim was to study teachers’ conceptions about the teaching of subtraction and, in particular, to know more about the role that they assign to context and contextualizing in the teaching process. Broadly speaking, the research arose from the interest to know more about the relationship between the training and education in mathematics of primary teachers and how the teaching and learning of mathematics actually takes place at school.

  11. Some consideration on the relevance of concepts based on the probability distribution of words reminded by stimulus terms concerning atomic energy and radiation utilization

    International Nuclear Information System (INIS)

    Urabe, Itsumasa

    2002-01-01

    The relevance of concepts brought to mind by stimulus terms concerning atomic energy and radiation utilization has been investigated to learn how people understand the present status of nuclear technology. The relevance of concepts was defined as the frequency distribution of words that came to mind immediately after seeing selected terms needed for present-day life as well as for nuclear engineering. An analysis of knowledge structure shows that a concept of atomic energy has a close relation with that of electric power generation; an understanding of nuclear power utilization may be promoted in relation to an understanding of energy and environmental problems because the concepts of energy, atomic energy, electric power generation, and natural environment have closer relations with one another; a concept of radiation has various relations with harmful radiological health effects, but little relation with industrial, agricultural, and other beneficial uses except of nuclear power generation or medical applications. It also became clear from the investigation that studies on natural radiation may be important to promote an understanding of radiation utilization because a concept of the natural environment does not yet relate to that of natural radiation. (author)

  12. Heritage building as a Concept and as a part of Technology Education Conceptions of, structuredness of conceptions of, and conceptual change in students in teacher training during a study module on heritage building

    Directory of Open Access Journals (Sweden)

    Jani Kaasinen

    2017-12-01

    Full Text Available As a concept, heritage building is young and previously undefined in Finnish scientific literature. Earlier studies about the very notions of heritage building are also nonexistent in Finland. The purpose of the present study was to investigate the conceptions of students in teacher training about heritage building before and after a study module on heritage building, which constitutes a part of their subject studies in didactics of crafts. The lack of previous studies about conceptions of heritage building in Finland led to the selection of these conceptions as a research target. The study uses two different approaches for achieving its purpose. In order to find answers to the research problem, the students' common conceptions about heritage building were examined first. Secondly, it was considered how structured these conceptions were. Therefore, the research process included a conceptual review of heritage building to provide a baseline for comparing the student's conceptions and their structuredness.The research results indicate that even though students in didactics of handicrafts have conceptions about heritage building that are parallel with the definition formulated for the purposes of the study, they are superficial on average. The review of structuredness of conceptions supported the results achieved in the phenomenographical analysis of conceptions. It was observed that completing the study module had an impact on the structuredness of conceptions. Furthermore, the students' personal background was found to have some implications on how structured their conceptions of heritage building were, which was evidenced by notable differences in structuredness of conceptions on an individual level. This article is based on the writer’s doctoral dissertation.Keywords: Heritage building, conceptions, conceptual change, level of structuredness, phenomenography, technology education

  13. Self Concept and Learned Helplessness in a group of teachers from Lima Metropolitana

    Directory of Open Access Journals (Sweden)

    Sandra Carrillo Luna

    2001-06-01

    Full Text Available 86 teachers from Lima Metropolitana trained by PLANCAD were assessed with the Self Perception Profile for Adult~ (Messer y Harter, 1986 and with a Learned Helplessness Scale (Macassi, 1988. Correlations between the different domains from Self Concept (SC, Learned Helplessness (LH and sorne social-demographic variables were analyzed. The result~ showed that the LH exhibits significan! and inverse correlations with sorne domains of SC such a~: lntelligence, Job Competence (JC. Sociability, Adequate Provider (AP, Physical Appearance (PA, lntimate Relationships (IR, Academic Achievement (AA and the Job Satisfaction Degree. They also showed significan! correlations between the variable age and two domains of SC: Sociability and IR; between Career Satisfaction and the SC domains of Sociability, AP, JC and IR; also between Job Satisfaction and the SC domains of lntelligence, Household Management, JC, AP, PA and IR. Finally significan! correlations were showed between Academic Achievement with the domain of Sociability. The results also showed significan! Differences between the punctuation obtained from the variables of sex, the institutions.

  14. Examination of Pre-Service Mathematics Teachers' Knowledge of Teaching Function Concept

    Science.gov (United States)

    Tasdan, Berna Tataroglu; Koyunkaya, Melike Yigit

    2017-01-01

    Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers' theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers' (PSMT)…

  15. The Relationship between Preservice Science Teachers' Attitude toward Astronomy and Their Understanding of Basic Astronomy Concepts

    Science.gov (United States)

    Bektasli, Behzat

    2016-01-01

    Turkish preservice science teachers have been taking a two-credit astronomy class during the last semester of their undergraduate program since 2010. The current study aims to investigate the relationship between preservice science teachers' astronomy misconceptions and their attitudes toward astronomy. Preservice science teachers were given an…

  16. Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

    Science.gov (United States)

    Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

    2017-01-01

    The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

  17. Methodological conception for the preparation of teachers who teach to deaf and hard hearing persons in the local historical contents.

    Directory of Open Access Journals (Sweden)

    Zeida María Montano Rivero

    2013-09-01

    Full Text Available The present work has as an objective: to apply a theoretical-methodological conception for the teacher's preparation in imparting the local historical contents, from an integrative approach in the development of the educational process in the special school for deaf and hard hearing in the Province of Sancti Spiritus, It is designed from the theoretical and methodological mistakes detected in the pedagogical practice. The sample is composed by the 12 teachers that represent 100% of the second cycle; It was used the technical investigative process as: interviews to teachers and observations to classes, which evidenced weaknesses in the theoretical preparation - methodological to carry out the development of these contents. The workshops were applied in the methodological preparation of the cycle community, in the space established by the Direction of the Ministry of Education, twice in every month and during the self preparation by teachers. The practical contribution is concrete in the determination of demands and didactic procedures for the use of the local historical contents with an integrative focus that constitutes the theoretical component of the conception, allowing the improvement of the preparation, in a significant way and in this way to contribute to an integral attention of the educational process.

  18. Mathematical modeling environment as a promoter changes traditional conceptions of the math teacher

    Directory of Open Access Journals (Sweden)

    Arthur Gonçalves Machado Junior

    2009-06-01

    Full Text Available The purpose of this paper is to present, through episodes, modifications made by the teacher during the interaction in the research environment, a state public school in the outskirts of Belem. Were analyzed four episodes, in which we see significant changes in his posture classroom. The episodes are meant to highlight these changes, which we believe are the interactions of the characters from the environment, the teacher with the teacher-researcher and it with his students

  19. The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-Service Teachers

    Science.gov (United States)

    Aksakalli, Ayhan; Turgut, Umit; Salar, Riza

    2016-01-01

    This research aims to investigate the ways in which pre-service physics teachers interact with computers, which, as an indispensable means of today's technology, are of major value in education and training, and to identify any misconceptions said teachers may have about computer-aided instruction. As part of the study, computer-based physics…

  20. A new look at the Flood Pulse Concept : The (ir)relevance of the moving littoral in temperate zone rivers

    NARCIS (Netherlands)

    Keizer, F. M.|info:eu-repo/dai/nl/411259784; Schot, P. P.|info:eu-repo/dai/nl/08071563X; Okruszko, T.; Chormański, J.; Kardel, I.; Wassen, M. J.|info:eu-repo/dai/nl/07165710X

    2014-01-01

    The Flood Pulse Concept links the hydraulic river flood pulse to floodplain nutrient status. The edge of inundation, referred to as the moving littoral, causes wetting and drying and input of river derived nutrients, resulting in high floodplain productivity. If during the floods other water sources

  1. Metaphors of Teacher Candidates' Regarding the Concept of "Non-Governmental Organizations" (NGOs)

    Science.gov (United States)

    Selanik-Ay, Tugba

    2016-01-01

    In this study, a learning area in social studies curriculum called "Groups, institutions and social organizations" was used. It can be seen that an important role for teachers in a social studies programme is to benefit from non-governmental organizations. The aim of this study is to investigate primary school teacher candidates' social…

  2. Visible Parts, Invisible Whole: Swedish Technology Student Teachers' Conceptions about Technological Systems

    Science.gov (United States)

    Hallström, Jonas; Klasander, Claes

    2017-01-01

    Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating…

  3. Eliciting and Developing Teachers' Conceptions of Random Processes in a Probability and Statistics Course

    Science.gov (United States)

    Smith, Toni M.; Hjalmarson, Margret A.

    2013-01-01

    The purpose of this study is to examine prospective mathematics specialists' engagement in an instructional sequence designed to elicit and develop their understandings of random processes. The study was conducted with two different sections of a probability and statistics course for K-8 teachers. Thirty-two teachers participated. Video analyses…

  4. Conceptions and Expectations of Mentoring Relationships in a Teacher Education Reform Context

    Science.gov (United States)

    Aderibigbe, Semiyu; Colucci-Gray, Laura; Gray, Donald S.

    2016-01-01

    Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be…

  5. "Michael Can't Read!" Teachers' Gender Stereotypes and Boys' Reading Self-Concept

    Science.gov (United States)

    Retelsdorf, Jan; Schwartz, Katja; Asbrock, Frank

    2015-01-01

    According to expectancy-value theory, the gender stereotypes of significant others such as parents, peers, or teachers affect students' competence beliefs, values, and achievement-related behavior. Stereotypically, gender beliefs about reading favor girls. The aim of this study was to investigate whether teachers' gender stereotypes in relation to…

  6. Concept Maps as Expressions of Teachers' Meaning-Making While Beginning to Teach Semiconductors

    Science.gov (United States)

    Rollnick, Marissa; Mundalamo, Fhatuwani; Booth, Shirley

    2013-01-01

    The challenge of teaching new subject matter is a familiar one for most teachers. This paper investigates the content knowledge gains made by seven teachers as they learn to teach the topic of semiconductors through a process of self-study. "Semiconductors" is a new topic in the curriculum which looks at the sub-microscopic properties of…

  7. What Is Homework For? Hong Kong Primary School Teachers' Homework Conceptions

    Science.gov (United States)

    Tam, Vicky C.; Chan, Raymond M. C.

    2016-01-01

    It is generally agreed that student homework has the potential to extend learning beyond the classroom. Teachers play a crucial role in the design and implementation of these assignments. Their beliefs and perceptions are important factors in determining the type and load of homework. This mixed methods study focuses on teachers' homework…

  8. Long Ago and Far Away: Preservice Teachers' (Mis)conceptions Surrounding Racism

    Science.gov (United States)

    Wilson, Melissa Beth; Kumar, Tracey

    2017-01-01

    This study examines a large data set of preservice teachers' definitions of racism at the beginning and at the end of a teacher training program in the Southeastern United States. Using the methodology of Critical Content Analysis that is grounded in Critical Race Theory, the authors found that the majority of the definitions illustrate a removed,…

  9. The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-Service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course

    Science.gov (United States)

    Aydin, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; Bektas, Oktay

    2009-01-01

    The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university…

  10. How Do Primary Education Trainee Teachers Perceive Educational Psychology?

    Science.gov (United States)

    Alvarez, Ibis M.; Weise, Crista; Vall, Berta; González, Montserrat; Morodo, Andy

    2018-01-01

    Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers' self-perceived mastery of, and attributed…

  11. Inclusive and relevant language: the use of the concepts of autonomy, dignity and vulnerability in different contexts.

    Science.gov (United States)

    Haugen, Hans Morten

    2010-08-01

    The article analyses the three terms autonomy, dignity and vulnerability. The relevance and practical application of the terms is tested in two spheres. First, as guiding principles in the area of ethics of medicines and science. Second, as human rights principles, serving to guide the conduct of public policies for an effective realization of human rights. The article argues that all human beings have the same dignity, but that the autonomy--and therefore vulnerability--differs considerably. Simply said, with reduced autonomy comes increased vulnerability, implying extra attention to the protective dimensions. The article finds that the three terms approach the protection of human beings in different ways and that all are relevant and applicable in both spheres, but that an isolated notion of autonomy and a 'group-based' notion of vulnerability are not adequate.

  12. Deep Understanding of Electromagnetism Using Crosscutting Concepts

    Science.gov (United States)

    De Poorter, John; De Lange, Jan; Devoldere, Lies; Van Landeghem, Jouri; Strubbe, Katrien

    2017-01-01

    Crosscutting concepts like patterns and models are fundamental parts in both the American framework of science education (from the AAAS) and our proposals for a new science education framework in Flanders. These concepts deepen the insight of both students and teachers. They help students to ask relevant questions during an inquiry and they give…

  13. A case study of analyzing student teachers' concept images of the ...

    African Journals Online (AJOL)

    Administrator

    Key words: Definite integral, concept images, process conceptions, object .... led me to conceive a three dimensional matrix with process-object layers in rows, ...... Conference on Psychology of Mathematics Education, Norwich. ... On the Dual Nature of Mathematical Conceptions: Reflections on Processes and Objects as.

  14. The Research as Natural Sciences Teaching Strategy: Pedagogical Conceptions of Secondary Education Teachers at Instituto Pedagógico Nacional

    Directory of Open Access Journals (Sweden)

    Dayana Milena Bejarano Muñoz

    2017-01-01

    Full Text Available This text is a look to the research as a transformation and generation axis of knowledge among middle school students, based on the analysis of teachers’ pedagogical conceptions at Instituto Pedagógico Nacional around natural sciences research and teaching. A qualitative methodology from the interpretive approach was implemented, which allowed, from case study, to establish pedagogical conceptions of secondary education teachers in natural sciences about research. In addition, pedagogical elements are proposed about inclusion of school research in secondary education as natural sciences teaching strategy, which contributes to the construction and transformation of educational experiences. As a conclusion, teachers’ trend of conceptions was towards positivism, which is part of disciplinary and quantitative researches, looking at science from the application of scientific method. Even though, pedagogical interpretive and critical-social current begins to be included, by socializing quantitative findings obtained generating social changes from the intervention with the community. Likewise, teachers recognize the academic, social, interpersonal and working benefits obtained in a research process, such as generating and deepening of knowledge, monitoring of methodical processes in search of information and data collection, interpretation and reasoning about phenomena, and critical development from their daily lives, all leading students to be actors of transformation processes from their own interest.

  15. Pedagogical practices in Youth and Adult Education: concepts and practices of Sciences teachers

    OpenAIRE

    Karen Martins Limberger; Valderez Marina do Rosário Lima; Renata Medina Silva

    2014-01-01

    The present work aimed to analyze how the pedagogical practices of Sciences teachers in Youth and Adults Education (YAE) are developed. The study had a qualitative approach and employed semi-structured recorded interviews for data survey, which was later evaluated through the Discursive Textual Analysis. It was verified that YAE Sciences teachers’ planning is based on regular education textbooks and focuses on conceptual contents. Teachers use different teaching strategies, such as movies pic...

  16. The Rising Frequency of IT Blackouts Indicates the Increasing Relevance of IT Emergency Concepts to Ensure Patient Safety.

    Science.gov (United States)

    Sax, Ulrich; Lipprandt, M; Röhrig, R

    2016-11-10

    As many medical workflows depend vastly on IT support, great demands are placed on the availability and accuracy of the applications involved. The cases of IT failure through ransomware at the beginning of 2016 are impressive examples of the dependence of clinical processes on IT. Although IT risk management attempts to reduce the risk of IT blackouts, the probability of partial/total data loss, or even worse, data falsification, is not zero. The objective of this paper is to present the state of the art with respect to strategies, processes, and governance to deal with the failure of IT systems. This article is conducted as a narrative review. Worst case scenarios are needed, dealing with methods as to how to survive the downtime of clinical systems, for example through alternative workflows. These workflows have to be trained regularly. We categorize the most important types of IT system failure, assess the usefulness of classic counter measures, and state that most risk management approaches fall short on exactly this matter. To ensure that continuous, evidence-based improvements to the recommendations for IT emergency concepts are made, it is essential that IT blackouts and IT disasters are reported, analyzed, and critically discussed. This requires changing from a culture of shame and blame to one of error and safety in healthcare IT. This change is finding its way into other disciplines in medicine. In addition, systematically planned and analyzed simulations of IT disaster may assist in IT emergency concept development.

  17. The integrated control concept and its relevance to current integrated pest management in California fresh market grapes.

    Science.gov (United States)

    Bentley, Walter J

    2009-12-01

    The foundation of an integrated pest management program involves valid treatment thresholds, accurate and simple monitoring methods, effective natural controls, selective pesticides and trained individuals who can implement the concept. The Integrated Control Concept written by Stern, Smith, van den Bosch and Hagen elucidated each of these points in an alfalfa ecosystem. Alfalfa hay (Medicago sativa L.) has a low per acre value, requires little hand labor and is primarily marketed in the USA. In contrast, fresh market table grape (Vitis vinifera L.) has a high per acre value, requires frequent hand labor operations, suffers unacceptable cosmetic damage and is marketed throughout both the USA and the world. Each of the components of a working IPM program is present in table grape production. Marketing grapes to foreign countries presents special problems with pests considered invasive and where residue tolerances for some selective insecticides are lacking. However, fresh market grape farmers are still able to deal with these special problems and utilize an IPM program that has resulted in a 42% reduction in broad-spectrum insecticide use from 1995 to 2007. (c) 2009 Society of Chemical Industry.

  18. [Health promotion: a relevant concept for a management and organizational dynamics tool in the restructuring of a geriatric hospital].

    Science.gov (United States)

    Chatot-Henry, Didier; Chatot-Henry, Carole; Courcier, Dominique

    2014-01-01

    The financial difficulties encountered by Martinique hospitals has led to restructuring of the territory's medical project with the merger of three healthcare facilities. These new constraints impacting the work environment with organizational consequences in services. A management experiment was attempted in a geriatric day care hospital based on the use of health promotion concepts. After an overview of the unit's activity based on the perceptions of staff, patients and private physicians, a one-day research-action structural seminar was organized. Group dynamics, unit functioning, shared values, success factors, and improvement strategies were discussed. This seminar resulted in the development of a business model based on five values (respect, professionalism, cohesion, empathy, communication). Three operational working groups were established to implement the conclusions of the seminar in the unit. This experiment focused on an alternative approach to the management of small health care services by the use of health promotion.

  19. The Concept of Origin in Meister Eckhart and the Philosophical Relevance of his Thought in the Work of Martin Heidegger

    Directory of Open Access Journals (Sweden)

    Ricardo Baeza García

    2013-11-01

    Full Text Available The intention of this article is twofold. In one hand it exposes the issue concerning the response to the question about the origin in Meister Eckhart’s work. In order to answer this question, the article at hand analyzes the concepts of eigenschaft and gêlazenheit, which are fundamental within the Eckhartian thought. The purpose of this first block is to demonstrate to what extent the work of this author stems from the coordinates of the scholastic-medieval discourse, unfolding a thought of great originality and philosophical interest. On the other hand, the present article analyzes, in the third section, the influence of the Eckhartian mysticism in the work of Martin Heidegger. The fundamental aim of this second thematic block is to reveal in what way the work of Eckhart transcends the parameters of what Heidegger understands as metaphysical thought

  20. Exploring liquid metal plasma facing component (PFC) concepts-Liquid metal film flow behavior under fusion relevant magnetic fields

    International Nuclear Information System (INIS)

    Narula, M.; Abdou, M.A.; Ying, A.; Morley, N.B.; Ni, M.; Miraghaie, R.; Burris, J.

    2006-01-01

    The use of fast moving liquid metal streams or 'liquid walls' as a plasma contact surface is a very attractive option and has been looked upon with considerable interest over the past several years, both by the plasma physics and fusion engineering programs. Flowing liquid walls provide an ever replenishing contact surface to the plasma, leading to very effective particle pumping and surface heat flux removal. A key feasibility issue for flowing liquid metal plasma facing component (PFC) systems, pertains to their magnetohydrodynamic (MHD) behavior under the spatially varying magnetic field environment, typical of a fusion device. MHD forces hinder the development of a smooth and controllable liquid metal flow needed for PFC applications. The present study builds up on the ongoing research effort at UCLA, directed towards providing qualitative and quantitative data on liquid metal free surface flow behavior under fusion relevant magnetic fields

  1. The baseline in bottom-up energy efficiency and saving calculations - A concept for its formalisation and a discussion of relevant options

    International Nuclear Information System (INIS)

    Reichl, Johannes; Kollmann, Andrea

    2011-01-01

    One of the central variables in bottom-up energy efficiency and saving calculations is the energy consumption baseline. In the evaluation of energy efficiency measures, developing this baseline is a challenging task, which may involve serious problems, especially if the energy service of the analysed subject has changed while the energy efficiency measure was being implemented. In this paper we present a formalised concept of the process of developing the baseline that is flexible enough to deal with various difficulties, such as changes in the levels of the energy services involved. We also discuss the most relevant options for deriving the necessary variables.

  2. THE CONCEPT OF VOCATIONAL TRAINING OF FUTURE ELEMENTARY SCHOOL TEACHER TO INFORMATICS TRAINING

    Directory of Open Access Journals (Sweden)

    Olena Sagan

    2016-09-01

    Full Text Available In the article the problem of professional training of future elementary school teacher to teach Informatics of junior schoolchild is revealed. Rapid development of information and communication technologies actualizes the high-quality requirements to informational competent members of society. Transformation of content of primary education, namely putting Informatics in the curricula, exerted impact on a social request of the elementary school teacher who doesn’t only thoroughly use means of information technologies, but also teaches Informatics as invariant discipline of elementary school. In work it is designed the methodical model of training of future elementary school teacher for teaching Informatics, its purpose is forming of methodology informational competence at future elementary school teacher, which is based on theoretical and practical readiness for teaching Informatics of junior schoolchild and is shown in abilities to organize of the teaching and educational process. Finding of a ratio of essential results of training in higher education institution and general and professional competences which were determined by means of expert evaluations became a basis of a substantial component of system. We design the expected result in the form of competence-based model of future elementary school teacher in a perspective of its preparation for the decision the informational and the methodology-informational tasks of elementary school.

  3. TEACHERS WHO TEACH MATHEMATICS IN ADULT EDUCATION: CONCEPTS AND TEACHING PRACTICES

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    Andréa Thees

    2012-12-01

    Full Text Available This work represents a subset of a Masters’ research, which investigated how the pedagogical and non-pedagogical professional practices of mathematics teachers who teach in adult education are developed. In this paper we present the curricular management practices, tasks and materials, communication and evaluation. Through a case study of the daily activities of three math teachers who teach young people and adults, a qualitative research was developed, whose investigative tools were field observations, semi-structured interviews and questionnaires. Our study indicated that curriculum management practices are determined by a straightforward exposition teaching style, based on problem solving. Regarding the proposed tasks, teachers do not resort to learning materials other than blackboard and chalk, and rarely use the textbook. Communication in the classroom is univocal, sometimes supplemented by inadequate metaphors, especially in the teaching of algebra. The practices of student evaluation are predominantly focused on the summative function.

  4. The Effect of Teachers' Memory-Relevant Language on Children's Strategy Use and Knowledge

    Science.gov (United States)

    Grammer, Jennie; Coffman, Jennifer L.; Ornstein, Peter

    2013-01-01

    Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders ("N" = 54, "M"[subscript age] = 7 years)…

  5. "It Just Takes so Much Time!" A Study of Teachers' Use of ICT to Convey Relevance of Mathematical Content

    Science.gov (United States)

    Prieto-Rodriguez, Elena

    2016-01-01

    This paper reports on a component of a study which aims to determine how ICT, and in particular some of the technology funded as part of Australian government's DER (Digital Education Revolution) program, is used by teachers in the state of New South Wales. The study looks in particular at whether technology is used to incorporate real-world…

  6. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  7. Elucidating elementary science teachers' conceptions of the nature of science: A view to beliefs about both science and teaching

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    Keske, Kristina Palmer

    The purpose of this interpretive case study was to elucidate the conceptions of the nature of science held by seven elementary science teachers. The constructivist paradigm provided the philosophical and methodological foundation for the study. Interviews were employed to collect data from the participants about their formal and informal experiences with science. In addition, the participants contributed their perspectives on four aspects of the nature of science: what is science; who is a scientist; what are the methods of science; and how is scientific knowledge constructed. Data analysis not only revealed these teachers' views of science, but also provided insights into how they viewed science teaching. Four themes emerged from the data. The first theme developed around the participants' portrayals of the content of science, with participant views falling on a continuum of limited to universal application of science as procedure. The second theme dealt with the participants' views of the absolute nature of scientific knowledge. Participants' perceptions of the tentative nature of science teaching provided the basis for the third theme concerning the need for absolutes in practice. The fourth theme drew parallels between participants' views of science and science teaching, with two participants demonstrating a consistency in beliefs about knowledge construction across contexts. This study revealed both personal and contextual factors which impacted how the participants saw science and science teaching. Many of the participants' memories of formal science revolved around the memorization of content and were viewed negatively. All the participants had limited formal training in science. Of the seven participants, only two had chosen to be science teachers at the beginning of their careers. The participants' limited formal experiences with science provided little time for exploration into historical, philosophical, and sociological studies of science, a necessary

  8. Analysis of the Conceptions of Teachers of Compulsory Secondary Education and Baccalaureate on the Teaching of Oral Language: Case Study

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    Carolina Arredondo Ruiz

    2017-11-01

    Full Text Available People use the language constantly without realizing how valuable it is. The oral language is a basic tool, it is necessary and it is so used that few people stop to think about its complexity, its essence, or its great power. The educational stages of Compulsory Secondary Education and Baccalaureate are essential for the development and improvement of oral skills (speaking and listening. It is about two stages in which students get prepared for later autonomous development in «adult life», so it is a key moment to carry out a correct acquisition and teaching of the suitable use of oral skills. Therefore, it may be deduced that the teachers of any subject in these educational stages, and their conceptions about general didactics, play a fundamental role in teaching and assessment of oral skills. This paper is aimed to present a qualitative research in which the case study will be done through the clinical interview in order to study in depth teachers’ conceptions about teaching and didactics of the oral language of the educational stages that we deal.. Thus, we will analyze the data obtained and we will take the didactic proposals used by teachers interviewed as a starting point to propose a model of action and improvement of the teaching-learning process of oral language in the classrooms of these educational stages.

  9. Metaphorical Perceptions of Prospective Music Teachers towards "Traditional Turkish Classical Music Course" Concept

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    Eldemir, Abdurrahim Can

    2016-01-01

    The purpose of this study is to determine the perceptions of prospective music teachers towards Traditional Turkish Art Music course by means of metaphors. Phenomenological design, one of qualitative study methods, was used in the study. The study group of our research consists of juniors and seniors studying in the Music Education Division,…

  10. The Evaluation of Pre­-Service Preschool Teachers' Knowledge about the Concept of Environment

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    Ahi, Berat; Alisinanoglu, Fatma

    2015-01-01

    The purpose of the research is to evaluate pre-­service preschool teachers' knowledge about environment by analyzing their drawings about it. 70 first grade, 99 second grade, 56 third grade and 44 fourth grade, with a total of 269 students have been evaluated in this research. This qualitative research was made with social structuralism vision.…

  11. Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts

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    Tuysuz, Mustafa; Bektas, Oktay; Geban, Omer; Ozturk, Gokhan; Yalvac, Bugrahan

    2016-01-01

    This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers…

  12. Normative Value Conceptions of Modern Parents, Teachers, and Educators (Analysis of Moral Value Judgments)

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    Shelina, S. L.; Mitina, O. V.

    2015-01-01

    The article presents the results of an analysis of the moral value judgments of adults (parents, teachers, educators) that directly concern the socialization process of the young generation in the modern metropolis. This paper follows the model study by Jean Piaget that investigated the moral value judgments of children. A comparative analysis of…

  13. The Impact of Secondary History Teachers' Teaching Conceptions on the Classroom Use of Computers

    Science.gov (United States)

    Arancibia Herrera, Marcelo; Badia Garganté, Antoni; Soto Caro, Carmen Paz; Sigerson, Andrew Lee

    2018-01-01

    During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers' beliefs as well; most of them have studied…

  14. Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

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    Zendler, Andreas; Klaudt, Dieter

    2012-01-01

    The significance of computer science for economics and society is undisputed. In particular, computer science is acknowledged to play a key role in schools (e.g., by opening multiple career paths). The provision of effective computer science education in schools is dependent on teachers who are able to properly represent the discipline and whose…

  15. Preservice Biology Teachers' Conceptions about the Tentative Nature of Theories and Models in Biology

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    Reinisch, Bianca; Krüger, Dirk

    2018-01-01

    In research on the nature of science, there is a need to investigate the role and status of different scientific knowledge forms. Theories and models are two of the most important knowledge forms within biology and are the focus of this study. During interviews, preservice biology teachers (N = 10) were asked about their understanding of theories…

  16. Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers.

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    De Jong, Onno; And Others

    1995-01-01

    Presents a case study of problems that can occur when teaching the topic of redox reactions to grade-11 students. Concludes that the teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Discusses implications for improvement of current chemistry classroom practice and content-related teacher…

  17. Understanding of Accountancy Graduates on the Relevant Concepts Taught in the Subject Accounting Theory at HEI in Greater Florianópolis

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    Fabiana Frigo Souza

    2017-03-01

    Full Text Available This research aims to identify the understanding of the undergraduate students in Accountancy about the relevant concepts taught in the discipline Accounting Theory. To reach this goal, a questionnaire was sent to selected institutions or applied in person, obtaining a total of 65 respondents who had already studied Accounting Theory. The results of this research show that students perceive the concepts related to the discipline in a way more linked to standardization and that, for most respondents, the discipline Accounting Theory was considered of fundamental importance and should not be eliminated. In addition, it cannot be affirmed that there is a relationship between the area and the time of action of the respondents and their perceptions regarding the concepts of the discipline. It was also observed that there is little discussion about some subjects, in which some students are totally unaware, like in the case of Agency Theory and Earnings Management, which may indicate a gap in the teaching of the discipline. For future research, the analysis of distance learning is suggested, as well as research that seeks to analyze the existence of this possible gap observed.

  18. On the Way of Educational Reform: Thai High School Physics Teachers' Conceptions of the Student-Centered Approach and Their Perceptions of Their Classroom Practices

    Science.gov (United States)

    Chaumklang, Kawin

    During the past two decades, the student-centered approach has been widely promoted and accepted by the educational community as one of the most effective instructional approaches. It has been continually developed and revised to match our current understanding of how humans learn (American Psychological Association, 1997). It is based upon the belief that students should take responsibility for their own learning. Thus, curriculum, instruction, and assessment should be carefully designed to stimulate, facilitate, and accelerate students' learning as much as possible. In order to do so, the teacher needs to take the following factors into consideration: students' cognitive structures, metacognitive and regulative skills, motivation and affective states, developmental and individual differences, and social supports. However, the term student-centered has been defined and described by researchers and scholars in many different ways. Little is known about how practicing teachers conceptualize this term and how they perceive their classroom practices in relation to these conceptions. The purpose of this study was to utilize a qualitative multiple-case study approach to investigate teachers' conceptions of the student-centered approach and their perceptions of their classroom practices. Four Thai high school physics teachers, who were considered products of the current student-centered educational reform movement in Thailand, participated in this study. Data were collected for one learning unit (three to eight weeks) through classroom observations, semi-structured interviews, and document analysis. The data analysis revealed that teachers' conceptions of student-centered curriculum, instruction, and assessment had three common characteristics: (a) students' active participation; (b) special emphasis on students' background knowledge, understanding, motivation, affective states, and learning capability; and (c) benefits to students. The results also indicated that there

  19. Relationship between mathematical abstraction in learning parallel coordinates concept and performance in learning analytic geometry of pre-service mathematics teachers: an investigation

    Science.gov (United States)

    Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

    2018-05-01

    As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.

  20. Influence of Time Management Concepts on the Productivity of Vocational Teachers. Final Report. Time Management Concept Project. Department Report No. 57.

    Science.gov (United States)

    Nebraska Univ., Lincoln. Dept. of Agricultural Education.

    A study was conducted to determine how vocational teachers used their time, whether teachers in different vocational areas used their time differently, whether a workshop on time management would improve their use of time, and if such factors as marital status, sex, and extended contracts influenced how vocational teachers used their time. Random…

  1. Practical implementation of the concept of "Culture of Health" in the process of physical education teachers.

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    Verbludov I.B.

    2011-04-01

    Full Text Available The article explains the usefulness and methodology of the use of psychotherapy in the formation of inner psycho-physiological mechanisms of personality that characterize the concept of "Culture of Health". Also, the article highlights the use of extra-curricular activities for physical education students of pedagogical universities to address problem. In experiment took part 178 male and female students.

  2. The Social Science Teacher. 1972. Collected Conference Papers: Social Science Concepts Classroom Methods.

    Science.gov (United States)

    Noble, Pat, Ed.; And Others

    Papers in this publication are collected from a conference on social science concepts and classroom methods which focused on the theories of Jerome Bruner. The first article, entitled "Jerome Bruner," outlines four of Bruner's themes--structure, readiness, intuition, and interest--which relate to cognitive learning. Three…

  3. High School Students' Understanding of Acid-Base Concepts: An Ongoing Challenge for Teachers

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    Damanhuri, Muhd Ibrahim Muhamad; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

    2016-01-01

    Using a quantitative case study design, the "Acids-Bases Chemistry Achievement Test" ("ABCAT") was developed to evaluate the extent to which students in Malaysian secondary schools achieved the intended curriculum on acid-base concepts. Responses were obtained from 260 Form 5 (Grade 11) students from five schools to initially…

  4. An Early Concept of the Theatre of Interplay: The Relevance of Branko Gavella’s Theory for the Development of Performance Philosophy

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    Sibila Petlevski

    2017-06-01

    Full Text Available The aim of this paper is to contribute to the shift in the perception of Branko Gavella’s theoretical work based on the phenomenology of intersubjectivity, and to point to the relevance of his theory of acting for the autochthonous development of the European branch of the modern philosophy of performance, as an interdisciplinary filed of research different form the methods traditionally employed by aestheticians of theatre. This paper—based on several decades of work on the systematization and comparative contextualization of Gavella’s theoretical ouvre—makes an attempt at demonstrating the operability of Gavella’s concepts in the context of some recent interdisciplinary insights into the performance phenomenon. Gavella’s theory can clearly distinguish concepts that we bracket today under the rubric of meaning, as opposed to use, i.e. language-reference, as opposed to speaker’s reference. Already in the 1930s, he applied the relation of semantics to pragmatics, as it would eventually be understood in speech act theory from Austin on, to the problems peculiar to theatre. The core of this paper deals with Gavella’s “speech situations”, and the dynamism of exchange in the relational space of culture.

  5. Kata practice and concepts according to highly experienced judo teachers and referees

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    Mario Luiz Miranda

    2012-07-01

    Full Text Available The objective of the present study was to characterize the kata practice among judo teachers, responsible by São Paulo State Federation’s kata competition and grade examinations. A closed questionnaire was applied to 20 teachers (male = 18; female = 2. The sample was 46 ± 10 years-old, with judo practice time of 34 ± 9 years, and graduation 5 ± 1 dan. Practice often varied from 2 (50% to 4 (30% sessions per month. Nage no kata was identified as the most performed (78% and preferred (31% kata, followed by katame no kata (25%, ju no kata (21% and kime no kata (12%. Initiation of kata study usually started at the teacher’s dojo (79% and through courses offered by state federation (21%. Practice is directed to techniques improvement (46%, complementation for judo training (29%, spiritualized/mental practice (14% and for competition preparation (11%. The following attributes are the most important meanings given for kata: foundation (45%, essence (25%, origin (15%, form (10% and principle (5%.

  6. Citizenship Education and Socioscientific Issues: Implicit Concept of Citizenship in the Curriculum, Views of French Middle School Teachers

    Science.gov (United States)

    Barrue, Catherine; Albe, Virginie

    2013-05-01

    The educative goal of citizenship education through science education converges to the declared purpose of the SSI research movement. Socioscientific issues formulated in science education research covering topics as biotechnology, environmental issues, sustainable development, energy choices, have been introduced in French Middle Schools. But citizenship is often not clarified and can be multiple. After having clarified who is the citizen targeted by SSI research movement, the concept of citizen in the French curriculum needs to be clarify. What do these citizens have in common with the citizen that a sociology literature review let see oscillating between obedience and critical thinking has also been investigated. The paper also looks at the teachers' views and their contribution to citizenship education through socioscientific topics described in the national curriculum. From the analysis, different teachers' views of citizenship education have been highlighted: a normative citizenship education in connection with civility and rules and an emancipatory citizenship education to develop pupils' skills such as searching and evaluating information, argumentation and critical thinking in order to enable pupils to build their own argued opinion and to participate to public debates. This last emancipatory view of citizenship education is congruent with the aim of social empowerment within the SSI research movement.

  7. Revelation of American Teachers' Multicultural Concept Training to Bilingual Teachers' Training in China%美国教师多元文化理念的培养对我国双语教师培训的启示

    Institute of Scientific and Technical Information of China (English)

    马静静

    2014-01-01

    Multicultural education, the teacher's own concept of multicultural education implemented far-reaching impact. Under the diversity and unity of our national education system, our implementation of bilingual education, in the face of dif-ferent cultural and educational circumstances, bilingual teachers should have the concept of multiculturalism, multicultural training for teachers, but also should strengthen the training of teachers in the concept of multiculturalism, which helps to de-velop our bilingual education. This paper analyzes the concept of multicultural training of teachers in the United States, and found inspiration for our bilingual teacher training, in order to provide our bilingual teacher training ideas.%多元文化教育中,教师自身的多元文化理念对多元文化教育的实施影响深远。在我国多元一体的民族教育体系之下,我国实施了双语教育,在面对不同的文化并进行教育的情形下,双语教师也应具备多元文化的理念,在对多元文化教师的培训中,也应加强对教师多元文化理念的培养,从而有助于我国双语教育的大力发展。本文从分析美国教师多元文化理念的培养,从中发现对我国双语教师培训的启示,以期对我国双语教师的培训提供思路。

  8. Developing self-concept instrument for pre-service mathematics teachers

    Science.gov (United States)

    Afgani, M. W.; Suryadi, D.; Dahlan, J. A.

    2018-01-01

    This study aimed to develop self-concept instrument for undergraduate students of mathematics education in Palembang, Indonesia. Type of this study was development research of non-test instrument in questionnaire form. A Validity test of the instrument was performed with construct validity test by using Pearson product moment and factor analysis, while reliability test used Cronbach’s alpha. The instrument was tested by 65 undergraduate students of mathematics education in one of the universities at Palembang, Indonesia. The instrument consisted of 43 items with 7 aspects of self-concept, that were the individual concern, social identity, individual personality, view of the future, the influence of others who become role models, the influence of the environment inside or outside the classroom, and view of the mathematics. The result of validity test showed there was one invalid item because the value of Pearson’s r was 0.107 less than the critical value (0.244; α = 0.05). The item was included in social identity aspect. After the invalid item was removed, Construct validity test with factor analysis generated only one factor. The Kaiser-Meyer-Olkin (KMO) coefficient was 0.846 and reliability coefficient was 0.91. From that result, we concluded that the self-concept instrument for undergraduate students of mathematics education in Palembang, Indonesia was valid and reliable with 42 items.

  9. Differences conception prospective students teacher about limit of function based gender

    Science.gov (United States)

    Usman, Juniati, Dwi; Siswono, Tatag Yuli Eko

    2017-08-01

    Gender is one of the interesting topics and has continuity to be explored in mathematics education research. The purpose of this study to explore difference on conceptions of students teaching program by gender. It specialized on conception of understanding, representating, and mental images about limit function. This research conducting qualitative explorative method approach. The subject consisted of one man and one woman from the group of highly skilled student and has gone through semester V. Based on data that had been analyzed proved that male student has an understanding about limit function shared by explaining this material using illustrations, while female student explained it through verbal explanation. Due to representating aspect, it revealed that both of male and female students have similarity such as using verbal explanation, graphs, symbols, and tables to representating about limit function. Analyzing Mental image aspect, researcher got that male student using word "to converge" to explained about limit function, while female student using word "to approach". So, there are differences conceptions about limit function between male and female student.

  10. Conceptions of the Portuguese Preschool teachers about writing language: a case study

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    Ana Isabel Santos

    2014-07-01

    Full Text Available The aim of this paper is to present the results of a study developed with teachers of 18 public kindergartens in Terceira Island, Azores, Portugal, in order to understand their perspective about the written language development on preschool children. To evaluate the teachers’ beliefs, there was taken into account some aspects such as the methodology that they assume as characteristics of their practices, their pedagogical stand and the pedagogical processes that they assure to privilege in order to promote the development of children attending these kindergartens. The interview conducted during the second trimester of the scholar year, allowed to conclude that teachers’ way of thinking about written language is basically characterized for a lack of an emergent literacy perspective, focus on children, pointing out aspects such as a remarkable importance attributed to activities and direct intervention strategies and the deficit of knowledge about the development of children’s conceptualisations on reading and writing.

  11. Pre-Service Teachers' Developing Conceptions about the Nature and Pedagogy of Mathematical Modeling in the Context of a Mathematical Modeling Course

    Science.gov (United States)

    Cetinkaya, Bulent; Kertil, Mahmut; Erbas, Ayhan Kursat; Korkmaz, Himmet; Alacaci, Cengiz; Cakiroglu, Erdinc

    2016-01-01

    Adopting a multitiered design-based research perspective, this study examines pre-service secondary mathematics teachers' developing conceptions about (a) the nature of mathematical modeling in simulations of "real life" problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike…

  12. Do Skilled Elementary Teachers Hold Scientific Conceptions and Can They Accurately Predict the Type and Source of Students' Preconceptions of Electric Circuits?

    Science.gov (United States)

    Lin, Jing-Wen

    2016-01-01

    Holding scientific conceptions and having the ability to accurately predict students' preconceptions are a prerequisite for science teachers to design appropriate constructivist-oriented learning experiences. This study explored the types and sources of students' preconceptions of electric circuits. First, 438 grade 3 (9 years old) students were…

  13. Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?

    Science.gov (United States)

    Upadyaya, Katja; Eccles, Jacquelynne

    2015-01-01

    This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

  14. Urban Pre-Service K-6 Teachers' Conceptions of Citizenship and Civic Education: Weighing the Risks and Rewards

    Science.gov (United States)

    Marri, Anand R.; Michael-Luna, Sara; Cormier, Maria Scott; Keegan, Patrick

    2014-01-01

    To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question--how do urban K-6 pre-service teachers currently enrolled in an urban education…

  15. The effect of fifth grade science teachers' pedagogical content knowledge on their decision making and student learning outcomes on the concept of chemical change

    Science.gov (United States)

    Ogletree, Glenda Lee

    This study investigated the science pedagogical content knowledge (PCK) among teachers as they taught the concept of chemical change to fifth grade students. The purpose was to identify teachers' PCK and its impact in middle grade science classrooms. A second purpose was to investigate the possible relationship of teachers' science PCK to teacher actions and student learning outcomes in the classroom. The instruments used to capture PCK were background and demographic information, Content Representations (CoRe), and Professional and Pedagogical experience Repertoire (PaP-eR). The study investigated CoRe and PaP-eR with seven classroom teachers as they planned and taught chemical change to fifth grade students. Four levels of a Pedagogical Content Knowledge rubric were used to describe varying levels of PCK. The four levels were content knowledge of chemical change; knowledge of students' thinking; knowledge of how to represent chemical change to promote student learning; and professional development, collaboration, and leadership roles in science. The Reformed Teaching Observation Protocol (RTOP) described and evaluated science teaching performance levels of the teachers. In this study, 176 students were assessed to determine understanding of chemical change. There was a significant correlation between teachers' PCK scores and student achievement. The study also determined that a significant correlation existed between teachers' PCK scores and their RTOP scores revealing that RTOP scores could be predictors of PCK. Through this approach, understandings of PCK emerged that are of interest to university preservice preparation programs, research in understanding effective teachers and teaching, and the planning and implementation of professional development for teachers of science with middle grade students.

  16. The influence of authentic scientific research experiences on teachers' conceptions of the nature of science (NOS) and their NOS teaching practices

    Science.gov (United States)

    Moriarty, Meghan A.

    This study explored the influence of teachers' authentic scientific research experiences (ASREs) on teachers' conceptions of the nature of science (NOS) and teachers' NOS instruction. Twelve high school biology teachers participated in this study. Six of the participants had authentic scientific research experience (ASRE) and six had not participated in authentic scientific research. Data included background surveys, modified Views of the Nature of Science (VNOS) questionnaires, interviews, and teaching observations. Data was coded based on the eight NOS understandings outlined in 2013 in the Next Generation Science Standards (NGSS). Evidence from this study indicates participating in authentic scientific research as a member of a scientific community has dual benefits of enabling high school science teachers with informed understandings of the NOS and positioning them to teach with the NOS. However, these benefits do not always result from an ASRE. If the nature of the ASRE is limited, then it may limit teachers' NOS understandings and their NOS teaching practices. The results of this study suggest that participation in ASREs may be one way to improve teachers' NOS understandings and teaching practices if the experiences themselves offer a comprehensive view of the NOS. Because ASREs and other science learning experiences do not always offer such experiences, pre-service teacher education and professional development opportunities may engage science teachers in two ways: (1) becoming part of a scientific community may enable them to teach with NOS and (2) being reflective about what being a scientist means may improve teachers' NOS understandings and better position them to teach about NOS.. Keywords: nature of science, authentic scientific research experiences, Next Generation Science Standards, teaching about NOS, teaching with NOS.

  17. The effect of Phet Simulation media for physics teacher candidate understanding on photoelectric effect concept

    Directory of Open Access Journals (Sweden)

    Supurwoko Supurwoko

    2017-02-01

    Full Text Available Indonesian new Curriculum for senior high school students required student-centered learning. One of the curriculum implementation constraint was the difficulty of providing learning media. PhET simulations media is one of the options that can help implementation of new curriculum on learning. However, the use of this media in Indonesia still needs to be studied comprehensively. The learning was conducted on students of physics education Study Program in sebelas maret university in 2013. The sample consisted of 62 students that was taking quantum physics course. The method that was used in the research was descriptive qualitative.  The method that was used in learning was demonstration’s method that used PhET media and accompanied by a question and answer and groups discussion. The data was collected using multiple choice test and interview through email. We found that any students still did not understand about photoelectric effect concept. They were confused when asked about the thick material and cross section of the targets as related with the regardless of electrons in the photoelectric effect event. Other than that, the concept of the waves as a particle and its relation with the kinetic energy of the electrons was not understood by most students.

  18. Science for All: Strengthening Pathways for Scientists and Engineers to Bring Real-World Relevancy to STEM Concepts During Just-in-Time Learning

    Science.gov (United States)

    Klug Boonstra, S.

    2017-12-01

    With the advent and widespread adoption of virtual connectivity, it is possible for scientists, engineers, and other STEM professionals to reach every place the youth of America learn! Arizona State University's School of Earth and Space Exploration, in planned collaboration with national STEM organizations, agencies, and education partners, are proposing a bold, collaborative, national model that will better enable STEM professionals of all disciplines to meet the needs of their audiences more effectively and efficiently. STEM subject matter experts (SMEs) can bring timely and authentic, real-world examples that engage and motivate learners in the conceptual learning journey presented through formal and informal curricula while also providing a personal face and story of their STEM journey and experience. With over 6.2 million scientists and engineers, 55.6 million PreK-12 students, and 6.3 million community college students in the US, the possible reach, long-term impact, and benefits of the virtual, just-in-time interactions between SMEs, teachers, and students has the potential to provide the missing links of relevancy and real-world application that will engage learners and enhance STEM understanding at a higher, deeper level while having the capacity to do this at a national scale. Providing professional development training for the SMEs will be an essential element in helping them to understand where their STEM work is relevant and appropriate within educational learning progressions. The vision for STEM Connect will be to prepare the STEM SMEs to share their expertise in a way that will show the dynamic and iterative nature of STEM research and design, helping them to bring their STEM expertise to formal and informal learners in a strategic and meaningful way. Discussions with possible STEM Connect collaborators (e.g., national STEM member-based organizations, technology providers, federal agencies, and professional educational organizations) are underway

  19. Conception of bullying and its connection to the Social Services. Voices from future Primary Education teachers

    Directory of Open Access Journals (Sweden)

    Luis M. Rodríguez Otero

    2018-04-01

    Full Text Available The article presents a study on bullying and cyberbullying from social work and from Social Services. This concept is described through a qualitative research taking as context Spanish Elementary School students. We present a qualitative research with the aim of knowing the imaginary around bullying, based on the interpretive paradigm and a design based on grounded theory. The results presented prove how bullying is recorded as a rejection, abuse, direct or indirect attack by one or more individuals. The reflected causes that influence the person to take an aggressive or defensive attitude are manifested. Finally, it presents preventive measures from the school, and the figure of Social Services that is unknown by any sector.

  20. Teacher competencies

    OpenAIRE

    Svatošová, Kateřina

    2012-01-01

    This diploma thesis deals with adult teacher competencies. It describes current situation in adult education and it focuses on measuring quality level of teacher competencies. There is given the main overview of adult education specifics. These are the prerequisites for defining adult teacher competencies. There is given specific adult teacher competencies and related roles which are generally based on teacher's activities during educational courses. Next part describes present conception of ...

  1. Introducing a New Concept Inventory on Climate Change to Support Undergraduate Instruction, Teacher Education, Education Research, and Project Evaluation (Invited)

    Science.gov (United States)

    Morrow, C. A.; Monsaas, J.; Katzenberger, J.; Afolabi, C. Y.

    2013-12-01

    The Concept Inventory on Climate Change (CICC) is a new research-based, multiple-choice 'test' that provides a powerful new assessment tool for undergraduate instructors, teacher educators, education researchers, and project evaluators. This presentation will describe the features and the development process of the (CICC). This includes insights about how the development team (co-authors) integrated and augmented their multi-disciplinary expertise. The CICC has been developed in the context of a popular introductory undergraduate weather and climate course at a southeastern research university (N~400-500 per semester). The CICC is not a test for a grade, but is intended to be a useful measure of how well a given teaching and learning experience has succeeded in improving understanding about climate change and related climate concepts. The science content addressed by the CICC is rooted in the national consensus document, 'Climate Literacy: The Essential Principles of Climate Science'. The CICC has been designed to support undergraduate instruction, and may be valuable in comparable contexts that teach about climate change. CICC results can help to inform decisions about the effectiveness of teaching strategies by 1) flagging conceptual issues (PRE-instruction); and 2) detecting conceptual change (POST-instruction). Specific CICC items and their answer choices are informed by the research literature on common misunderstandings about climate and climate change. Each CICC item is rated on a 3-tier scale of the cognitive sophistication the item is calling for, and there is a balance among all three tiers across the full instrument. The CICC development process has involved data-driven changes to successive versions. Data sources have included item statistics from the administration of progressively evolved versions of the CICC in the weather and climate course, group interviews with students, and expert review by climate scientists, educators, and project evaluators

  2. A study of elementary teachers' conceptions of nature of science and their beliefs about the developmental appropriateness and importance of nature of science throughout a professional development program

    Science.gov (United States)

    Adibelli, Elif

    This qualitative study aimed to explore the changes in elementary science teachers' conceptions of nature of science (NOS) and their beliefs about the developmental appropriateness and importance of NOS after participating in an academic, year-long professional development program (PDP) as well as the factors facilitating these changes. The PDP consisted of two phases. In the first phase, the participants received NOS training designed with an explicit-reflective instructional approach. In the second phase, the participants implemented several NOS training activities in their classrooms. Four elementary science teachers who volunteered and completed all components of the PDP (i.e., the NOS training and the NOS teaching) comprised the participants of the present study. A multiple-embedded case study design was employed to explore the changes in the elementary science teachers' conceptions of NOS and their beliefs about the developmental appropriateness and importance of NOS. The study data were collected from multiple sources. The primary data sources included (a) Views of Nature of Science Elementary School Version 2 (VNOS-D2) questionnaire (Lederman & Khishfe, 2002), (b) Ideas about Science for Early Elementary (K-4) Students questionnaire (Sweeney, 2010), and (c) follow-up semi-structured interviews. The secondary data sources included videotaping of meetings with teachers, reflective field notes, and artifacts produced by teachers and their students. Data were analyzed using Yin's (1994, 2003) analytic tactics of pattern matching, explanation building, and cross-case synthesis. The findings of the study revealed that the elementary science teachers showed gradual, but substantial changes in their conceptions, and beliefs about the developmental appropriateness and importance of the NOS aspects over the course of participation in the PDP. Moreover, the participants identified nine components in the PDP that facilitated these changes in their conceptions, and

  3. A Review on Concept and Possibilities regarding to Teacher Leadership: −A study on the Identities of Teachers in Schools Integrating Elementary and Middle School Education (2)−

    OpenAIRE

    小柳, 和喜雄

    2017-01-01

    In this paper, we are trying to think about the way that teachers who work in an environment beyond existing organizations, such as elementary and junior high school education, participate in the effort with awareness of the parties, clarify what they need to bear, and confidently think what they need to think about in order to work on practice. I first tried to find ideas and key concepts that could be effective while also exploring the research trends of doctoral thesis for teachers and tea...

  4. Parental support, self-concept, motivational orientaions and teacher-student relationship, and academic competnece: an exploratory analysis

    Directory of Open Access Journals (Sweden)

    Muhammad Tariq Bhatti

    2011-12-01

    Full Text Available This study examined the relationship among academic competence, Grade Point Averages (GPAs and factors responsible for students’ academic competence. A four factored questionnaire administered to a nationally representative sample of 100 graduate and post-graduate students to find out the factors responsible for academic competence. In addition, The Academic Competence Evaluation Scale (ACES-College applied for calculating the academic competence. Significant and positive correlations are found between factors affecting academic competence, GPAs and academic competence. Students’ scores on the ACES and their GPAs provided significant evidence to support the idea that the factors such as parental support, clearer self-concept, positive teacher-student relationship and strong motivational orientations are correlated with their GPAs at low magnitude and; academic competence with high ratings. It is concluded that students with stronger presence of these factors have better academic competence than their peers at graduate and post-graduate level. An integrated framework that is related to students’ academic competence and that promotes other related factors is suggested.

  5. A Study of Self-Concept and Interest in Teaching of Pre-Service Teachers of Secondary Level

    Science.gov (United States)

    Mishra, Shri Krishna; Yadav, Badri

    2012-12-01

    The present research paper is devoted to provide a summary of the entire study, which includes a SKITT out line of the major objective. Methodology and procedure followed in different phase of study. This study was undertaken to know the Self-concept and interest in teaching of pre-service teachers of middle level Shri Kanwartara institute for treacherís training Mandleshwar Dist-Khargone (M.P.) efforts was made to find out the difference and relationship between the above two variables.The physical self-image is usually formed first and is related to the student physical appearance, psychological self-image is based on thoughtsfeelings and emotions. They consist of the qualities such as courage, honesty, independence, self-confidence, aspiration and abilities of various kinds.A manís day-to-day life is shaped by his interest and attitudes. His day-to-day relations with other member of the society, his educational and vocational adjustment, his attitudes and values depend upon his interest. There are various objects in this universe. Those which are pleasant and appealing to our instincts and sense become the centre of our Curiosity. interest differs from individual to individual and as such they are quite subjective.

  6. Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning

    Science.gov (United States)

    Tanase, Madalina

    2011-01-01

    Researchers (Ball, 2003; Ma, 1999; Schulman, 1986) have long investigated how a teacher's subject matter and pedagogical content knowledge impact on students' learning of mathematics. In an attempt to account for the relationship between teacher knowledge and student learning, this study examined four Romanian first grade teachers' knowledge about…

  7. Conflicts and Contradictions: Conceptions of Empathy and the Work of Good-Intentioned Early Career White Female Teachers

    Science.gov (United States)

    Warren, Chezare A.

    2015-01-01

    Empathy is theorized to help teachers build strategic student--teacher relationships, develop productive parent partnerships, and acquire professionally informed social and cultural perspectives of students and families. However, this literature offers little empirical evidence regarding how practicing teachers conceive of and enact empathy in…

  8. "I Can't Sing!" the Concept of Teacher Confidence in Singing and the Use within Their Classroom

    Science.gov (United States)

    Heyning, Lyndell

    2011-01-01

    When teachers become more confident and competent in relation to singing, then they are more likely to use singing and to use it successfully. Teachers are expected to gain such skills in pre-service teacher education, to enhance their capability in teaching music, so that singing can be utilised and supported in schools. Confidence is definitely…

  9. Implementing Geographical Key Concepts: Design of a Symbiotic Teacher Training Course Based on Empirical and Theoretical Evidence

    Science.gov (United States)

    Fögele, Janis; Mehren, Rainer

    2015-01-01

    A central desideratum for the professionalization of qualified teachers is an improved practice of further teacher education. The present work constitutes a course of in-service training, which is built upon both a review of empirical findings concerning the efficacy of in-service training courses for teachers and theoretical assumptions about the…

  10. An examination of an aspect of the worldview of female college science teachers as revealed by their concepts of nature

    Science.gov (United States)

    Tryon, Lisa A.

    American citizens are confronted every day with scientific issues such as global warming, alternative energy technologies, stem cell research, and the use of genetically modified foods. A scientifically literate adult should be able to understand these issues, see how they relate to their own lives, and make choices that reflect their knowledge of the problems at hand. Research has indicated that the majority of U.S. students are not prepared to take a proactive role in current scientific issues and so undergraduate educators are being charged with the task of improving the relevancy of science to the nonscience student. One method for exploring this problem has been the application of worldview theory, which seeks to analyze the thoughts and attitudes of teachers and students with regard to science in their lives. This qualitative case study sought to uncover the worldviews of female science college professors particularly as they related to nature and to examine how these educators felt their worldviews might influence their students. A series of established card sort activities used in previous worldview studies, in combination with an in-depth interview facilitated the data collection from female science professors teaching at universities in New England.

  11. Teachers and Students' Conceptions of Computer-Based Models in the Context of High School Chemistry: Elicitations at the Pre-intervention Stage

    Science.gov (United States)

    Waight, Noemi; Gillmeister, Kristina

    2014-04-01

    This study examined teachers' and students' initial conceptions of computer-based models—Flash and NetLogo models—and documented how teachers and students reconciled notions of multiple representations featuring macroscopic, submicroscopic and symbolic representations prior to actual intervention in eight high school chemistry classrooms. Individual in-depth interviews were conducted with 32 students and 6 teachers. Findings revealed an interplay of complex factors that functioned as opportunities and obstacles in the implementation of technologies in science classrooms. Students revealed preferences for the Flash models as opposed to the open-ended NetLogo models. Altogether, due to lack of content and modeling background knowledge, students experienced difficulties articulating coherent and blended understandings of multiple representations. Concurrently, while the aesthetic and interactive features of the models were of great value, they did not sustain students' initial curiosity and opportunities to improve understandings about chemistry phenomena. Most teachers recognized direct alignment of the Flash model with their existing curriculum; however, the benefits were relegated to existing procedural and passive classroom practices. The findings have implications for pedagogical approaches that address the implementation of computer-based models, function of models, models as multiple representations and the role of background knowledge and cognitive load, and the role of teacher vision and classroom practices.

  12. Second-career science teachers' classroom conceptions of science and engineering practices examined through the lens of their professional histories

    Science.gov (United States)

    Antink-Meyer, Allison; Brown, Ryan A.

    2017-07-01

    Science standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards' emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers' personal histories with the latter and examined the extent to which they viewed that history as a factor in their teaching. Four, second-career science teachers with professional backgrounds in engineering, environmental, industrial, and research and development careers participated. Through the examination of participants' methodological and contextual histories in science and engineering, little evidence of conflict with teaching was found. They generally exemplified the agency and motivation of a second-career teacher-scientist that has been found elsewhere [Gilbert, A. (2011). There and back again: Exploring teacher attrition and mobility with two transitioning science teachers. Journal of Science Teacher Education, 22(5), 393-415; Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20(1), 57-75]. The methodological and pedagogical perspectives of participants are explored and a discussion of the implications of findings for science teacher education are presented.

  13. Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

    Science.gov (United States)

    Lee, Yeung Chung; Lee, Carole Kwan-Ping; Lam, Irene Chung-Man; Kwok, Ping Wai; So, Winnie Wing-Mui

    2018-01-01

    International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

  14. Teachers' Conceptions of Motivation and Motivating Practices in Second-Language Learning: A Self-Determination Theory Perspective

    Science.gov (United States)

    Muñoz, Ana; Ramirez, Marta

    2015-01-01

    Based on self-determination theory, we conducted an exploratory study aimed at identifying teachers' beliefs about motivation and motivating practices in second-language teaching at a private language center in Medellin, Colombia. To gather data, 65 teachers were surveyed; from this initial group, 11 were interviewed and observed in class during…

  15. Preservice Secondary Teachers' Conceptions from a Mathematical Modeling Activity and Connections to the Common Core State Standards

    Science.gov (United States)

    Stohlmann, Micah; Maiorca, Cathrine; Olson, Travis A.

    2015-01-01

    Mathematical modeling is an essential integrated piece of the Common Core State Standards. However, researchers have shown that mathematical modeling activities can be difficult for teachers to implement. Teachers are more likely to implement mathematical modeling activities if they have their own successful experiences with such activities. This…

  16. "Boys Press All the Buttons and Hope It Will Help": Upper Secondary School Teachers' Gendered Conceptions about Students' Mathematical Reasoning

    Science.gov (United States)

    Sumpter, Lovisa

    2016-01-01

    Previous results show that Swedish upper secondary school teachers attribute gender to cases describing different types of mathematical reasoning. The purpose of this study was to investigate how these teachers gender stereotype aspects of students' mathematical reasoning by studying the symbols that were attributed to boys and girls,…

  17. Classroom Teacher Candidates' Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis

    Science.gov (United States)

    Ozenc, Emine Gül; Ozenc, Mehmet

    2018-01-01

    The purpose of this study is to determine and compare candidate classroom teachers' metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Ömer Halisdemir University's Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and…

  18. Relations between teacher's perception of nature - nurture question, neuromyths, and metaphorical conception of teaching students with learning disorders

    OpenAIRE

    Tancig, Simona; Vernik, Teja

    2016-01-01

    Misunderstanding about brain function and development also relates to teacher's opinions on issues such as learning disorders and so, in turn may influence outcome of students with these disorders" (Howard-Jones, 2014, p. 817). To more fully examine this issue we investigated mentioned relations using quantitative and qualitative study design. 98 primary school teacher in inclusive education participated in the study.

  19. High-Stakes Examination Preparation that Controls Teaching: Chinese Prospective Teachers' Conceptions of Excellent Teaching and Assessment

    Science.gov (United States)

    Chen, Junjun; Brown, Gavin T. L.

    2013-01-01

    How prospective teachers conceive of teaching excellence and assessment purposes probably influences how teaching and assessment practices are implemented in the future. This study evaluated, in four "normal universities" in the People's Republic of China, 765 prospective teachers' responses to two self-report instruments regarding the…

  20. Fostering Third-Grade Students' Use of Scientific Models with the Water Cycle: Elementary Teachers' Conceptions and Practices

    Science.gov (United States)

    Vo, Tina; Forbes, Cory T.; Zangori, Laura; Schwarz, Christina V.

    2015-01-01

    Elementary teachers play a crucial role in supporting and scaffolding students' model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers' learning to foster model-centered, science learning environments. To address this…

  1. Perspectives and Practices of Elementary Teachers Using an Internet-Based Formative Assessment Tool: The Case of "Assessing Mathematics Concepts"

    Science.gov (United States)

    Martin, Christie S.; Polly, Drew; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2016-01-01

    This study examined the influence of professional development on elementary school teachers' perceptions of and use of an internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their written…

  2. Interdisciplinaridade na fonoaudiologia: a concepção do professor Interdisciplinarity in speech language therapy: the teacher's conception

    Directory of Open Access Journals (Sweden)

    Renata Mancopes

    2009-01-01

    Full Text Available OBJETIVO: analisar a concepção de interdisciplinaridade referida pelos professores fonoaudiólogos do curso de Fonoaudiologia da Universidade do Vale do Itajaí. MÉTODOS: a pesquisa orientou-se por uma abordagem qualitativa através da Análise do Discurso de Linha Francesa, tendo como instrumento de coleta de dados a entrevista em profundidade. RESULTADOS: após a análise, identificaram-se diferentes posições sujeito, onde se podem observar a concepção e o conhecimento sobre a interdisciplinaridade, as possíveis situações pedagógicas nas quais a interdisciplinaridade acontece, além dos obstáculos às práticas interdisciplinares. CONCLUSÃO: percebeu-se que não há ainda um conhecimento sedimentado sobre a interdisciplinaridade que resulte numa linha de trabalho com princípios teórico-metodológicos suficientemente definidos e consistentes. Por fim, este trabalho revela a necessidade de maior investimento em pesquisas a fim de sustentar os princípios da interdisciplinaridade no campo da Fonoaudiologia, com intuito de expandir os horizontes desse profissional que, antes de tudo, precisa entender-se como profissional da saúde o qual vive cotidianamente uma realidade que exige um olhar plural.PURPOSE: to analyze the concept of interdisciplinarity among teachers of the speech therapy course at the University of Vale do Itajaí. METHODS: the research was guided by a qualitative approach, through a discourse analysis following the French model, using an in-depth interview as the data collection tool. RESULTS: following the analysis, different subject positions were identified, in which knowledge of interdisciplinarity, the possible pedagogical situations in which it occurs, and the obstacles to interdisciplinary practices, were identified. CONCLUSION: It was realized that there is still a lack of firmly-grounded knowledge on the subject of interdisciplinarity that can lead to a work model with sufficiently defined and consistent

  3. Autoconceito dos professores: principais factores usando modelos de Análise de Dados Multivariada Teachers' self-concept: finding main factors and clusters by EDA models

    Directory of Open Access Journals (Sweden)

    Vitor Franco

    2008-01-01

    Full Text Available O autoconceito tem sido considerado uma dimensão muito importante da personalidade do professor, da sua prática e do seu desenvolvimento pessoal (MARKUS; WURF, 1987; SIMÕES, 2001. A investigação que apresentamos foi efectuada com 281 professores de Ciências da Natureza, do terceiro ciclo do Ensino Básico, em Portugal, usando o ICAC- Inventário Clínico do Auto Conceito (VAZ-SERRA, 1986. Na análise dos dados obtidos foram usados diferentes métodos de Análise Multivariada, apresentando-se os resultados da análise factorial de correspondências e nos modelos de classificação hierárquica baseados no coeficiente de afinidade. Os resultados obtidos: 1 confirmam a importância de dois grandes factores presentes no Autoconceito: aceitação social e auto-eficácia; 2 caracterizam estes principais factores no que se refere ao Autoconceito clínico dos professores; 3 mostram como esses factores são determinantes na forma como cada professor constroi o seu autoconceito.The self-concept has been considered as a very important dimension on teacher's personality, practice and development (MARKUS; WURF, 1987;SIMÕES, 2001. The present research concerns a sample of 281 teachers of Natural Science of the Third Cycle of Basic Education from Portugal that responded to the I.C.A.C. - Self-Concept Clinical Inventory (VAZ-SERRA, 1986. In the analysis of the questionnaires different multivariate data analysis methods have been used. This paper describes some results issued from correspondence analysis and hierarchical clustering models based on the affinity coefficient. The results obtained: 1 confirm the importance of two general main factors / types which are present in self-concept: social acceptance and self-efficiency; 2 characterise these main factors when teachers'clinical self-concept is concerned and 3 show how determinant these factors are for the building of self-concept that allow us to differentiate teachers.

  4. CONCEPCIONES DE EVALUACIÓN DEL APRENDIZAJE DE DOCENTES DESTACADOS DE EDUCACIÓN BÁSICA (CONCEPTIONS OF EVALUATION OF THE LEARNING OF TEACHERS FEATURED OF PRIMARY EDUCATION

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    Vergara Reyes Claudio

    2011-04-01

    Full Text Available Resumen:En el artículo se aborda la temática de la evaluación del aprendizaje y su relevancia para el proceso educativo, a partir de la perspectiva de los principales actores sociales especializados, como lo son profesoras y profesores con desempeño destacado, según el Sistema de Evaluación Docente (SED. Los tres temas centrales en torno a los cuales gira esta investigación son: concepciones de los profesores, evaluación del aprendizaje escolar y la evaluación de desempeño docente. Cada uno de estos temas fue trabajado en profundidad para dar respuesta a la pregunta problema: cuáles son las concepciones en torno a la evaluación del aprendizaje que poseen docentes de Educación Básica pertenecientes a establecimientos educativos de administración municipal de la Comuna de Curicó evaluados con desempeño destacado, según el SED en el año 2007. Esto se realizó por medio de la aplicación de una metodología de casos múltiple tomando como base categorías apriorísticas, y los siguientes procedimientos de investigación: entrevistas semiestructuradas, observaciones no participantes y análisis de documentos, para efectos de triangulación de la información. Los hallazgos dan cuenta de concepciones con un rudimentario sustento teórico, con aspectos que se enmarcan bajo la línea de la evaluación para el aprendizaje, lo cual es coherente con la actual reforma educativa. Asimismo, se señalan discrepancias entre la teoría de la evaluación y la práctica evaluativa de este grupo de profesores, enfatizando la esencia formativa de la evaluación en el proceso de enseñanza-aprendizaje.Abstract: The article addresses the issue of learning assessment and its relevance to the educational process, from the perspective of the principal actors specialized, such as teachers and teachers with outstanding performance, according to the Teacher Evaluation System (TES. The three central themes around which spins this investigation are

  5. "Daddy, Where Did the Words Go?" How Teachers Can Help Emergent Readers Develop a Concept of Word in Text

    Science.gov (United States)

    Flanigan, Kevin

    2006-01-01

    This article focuses on a concept that has rarely been studied in beginning reading research--a child's concept of word in text. Recent examinations of this phenomenon suggest that a child's ability to match spoken words to written words while reading--a concept of word in text--plays a pivotal role in early reading development. In this article,…

  6. Effects of Instruction on Preservice Elementary Teachers' Conceptions of the Causes of Night and Day and the Seasons.

    Science.gov (United States)

    Atwood, Ronald K.; Atwood, Virginia A.

    1997-01-01

    Details a study that tests the effectiveness of brief instruction on the causes of night and day and the seasons. Employs simple, inexpensive models. Findings are useful for science teacher educators. Contains 32 references. (DDR)

  7. A Reformed perspective on the concept of the ‘common good’ and its relevance for social action in South Africa today

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    Jakobus M. Vorster

    2016-05-01

    Full Text Available This article investigates the idea of the ‘common good’ from a Classic Reformed perspective and the possibilities raised by a fresh approach to the concept for social action by civil society in South Africa today. The central theoretical argument of this article is that the new interest in the concept of natural law, as became evident in modern-day moral reflection in the Classic Reformed moral teaching, can indeed contribute to a new positive assessment of the concept common good and can provide a valuable framework for the foundation of reformed social action in cooperation with civil society in South Africa today. Firstly, the concept is discussed within the framework of the reformed idea of ‘natural law’ and the argument concludes with the finding that the concept can be accommodated in Reformed Theology. Secondly, a case is made for the cooperation between churches, other religious institutions and the broader civil society to cooperate on the basis of the common good and global ethics to address three areas of serious concern in the South African society. These are the promotion of the idea of human dignity within the social sphere with special reference to racism, xenophobia and sexism as well as the development of family life and family values, and the advancement of the idea of neighbourliness as a core ingredient of social healing and reconciliation.

  8. Astronomy: a proposal to promote meaningful learning of basic concepts of Astronomy in the shaping of teachers of High School Education

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    Luiz Marcelo Darroz

    2013-04-01

    Full Text Available One presents, in this article, the process of drawing up and developing a didactic proposal about basic concepts of Astronomy. This proposal, which sought to build an educational path for the occurrence of significant learning of the concepts covered, was developed under an extension course to a group of 13 students graduating from teacher training in High School of a public school in Passo Fundo, Rio Grande do Sul. Initially one has developed the teaching methodology following from the Theory of Meaningful Learning Conceptions. The traces of meaningful learning have been obtained by means of instruments of research and evaluation, such as conceptual maps and role playing of the studied contents where the students transposed the approached subjects into new contexts. The obtained results from the learning questionnaires reached a high rate of hits. Through the registries of the meetings and the representations by drawings of the concepts, one has noticed that the students have genuinely understood the approached subjects. Through the conceptual maps the students were able to establish a progressive differentiation and an integrative reconciliation of the concepts. Thus, it was concluded that a methodology that takes into consideration what the student already knows it is essential to develop the joy of Science, the construction of meaning and appreciation of what is being learned.

  9. The concept of training in community network for teaching algebraic structures that are aimed to create a methodical competence of a mathematics teacher

    Directory of Open Access Journals (Sweden)

    Ирина Викторовна Кузнецова

    2012-12-01

    Full Text Available The paper proposes the concept of learning activities in online communities for teaching algebraic structures of the future teachers of mathematics, including a set of theoretical and methodological positions, laws, principles, factors, and pedagogical conditions of its implementation. Work is executed with support of the Russian fund of basic researches under the initiative project № 11-07-00733 «The Hypertext information retrieval thesaurus» a science Meta language» (structure; mathematical, linguistic and program maintenance; sections linguistics, mathematics, economy».

  10. Analysis and radiological assessment of residues containing NORM materials resulting from earlier activities including modelling of typical industrial residues. Pt. 1. Historical investigation of the radiological relevance of NORM residues and concepts for site identification

    International Nuclear Information System (INIS)

    Reichelt, Andreas; Niedermayer, Matthias; Sitte, Beate; Hamel, Peter Michael

    2007-01-01

    Natural radionuclides are part of the human environment and of the raw materials used. Technical processes may cause their accumulation in residues, and the result will be so-called NORM materials (Naturally occurring radioactive material). The amended Radiation Protection Ordinance (StrlSchV 2001) specifies how the public should be protected, but there are also residues dating back before the issuing of the StrlSchV 2001, the so-called NORM residues. The project intended to assess the risks resulting from these residues. It comprises four parts. Part 1 was for clarification of the radiological relevance of NORM residues and for the development of concepts to detect them. The criterion for their radiological relevance was their activity per mass unit and the material volume accumulated through the centuries. The former was calculated from a wide bibliographic search in the relevant literature on radiation protection, while the mass volume was obtained by a detailed historical search of the consumption of materials that may leave NORM residues. These are, in particular, residues from coal and ore mining and processing. To identify concrete sites, relevant data sources were identified, and a concept for identification of concrete NORM residues was developed on this basis. (orig.) [de

  11. THE PEDAGOGICAL FUNCTION OF THE HOMEROOM TEACHER INTO THE NEW CONCEPT OF PRIMARY EDUCATION IN REPUBLIC OF MACEDONIA

    Directory of Open Access Journals (Sweden)

    Vera Stojanovska

    2014-06-01

    Full Text Available The position, role and tasks of the homeroom teacher are defined in the Law on primary education, Regulation on the form and content of the pedagogy documentation and evidence in primary school; Regulation on assessment, upgrading, passing exams, acquiring certificates and pedagogical measures for the children in primary school.The need of strengthening the educational role of the school resulted in introducing of odd class in 2007/2008 for the pupils of the second to fifth grade in nine years primary school aiming to influence the personal, emotional and social development of the pupils. The scope of this research relies on the class homeroom teacher and their tasks in the successful realization of the tasks in accordance with the contemporary requirements. In that context is the aim of already mentioned research: to determine the effects of introducing homeroom class in two cycles of nine-year education, as well as the effects of the realizing the contents of the educational program for life skills. The pedagogical function of the teacher will be examined through several important aspects: how successfully the teachers realize the pedagogical, the administrative and the organizational tasks; how much the contents of the life skills program are in function of solving the issues met by the pupils in first two cycles of the primary education; how capable and qualified are the teachers to realize the contents of this program.

  12. Is the Marketing Concept Unacceptable for Application in the Classroom?

    Science.gov (United States)

    Bruner, Gordon C. II

    1993-01-01

    It is argued that the marketing concept should be applied to the student-teacher interaction in colleges and universities, focusing on marketing's consumer orientation, whereby the exchange process is driven by the desire of one party to satisfy the needs of the other. Relevant marketing mix variables are outlined. (MSE)

  13. Dosimetry for small size beams such as IMRT and stereotactic radiotherapy, is the concept of the dose at a point still relevant? proposal for a new methodology

    International Nuclear Information System (INIS)

    Ostrowsky, A.; Bordy, J.M.; Daures, J.; De Carlan, L.; Delaunay, F.

    2010-01-01

    Solving the problem of traceability of the absorbed dose to the tumour for the radiation fields of small and very small dimensions, like those used for new treatment modality usually results in the use of dosemeters of much smaller size than those of the beam. For the realisation of the reference in primary standards laboratories, the absence of technology likely to produce absolute small-size dosemeters leaves no possibility for the direct measurement of the absorbed dose at a point and implies the use of passive or active small-size transfer dosemeters. This report intends to introduce a new kind of dose quantity for radiotherapy similar do the Dose Area Product concept used in radiology. Such a new concept has to be propagated through the metrology chain, including the TPS, to the calculation of the absorbed dose to the tumour. (authors)

  14. In the Middle: Do We Share the Vision? Do Principals and Teachers Agree about the Middle School Concept?

    Science.gov (United States)

    Watts, Cherry; Seed, Allen H.; Franceschini, Louis A., III

    2013-01-01

    In 2009, the Tennessee Professors of Middle Level Education (TPOMLE) examined how Tennessee schools implemented the middle school concept. Of concern was the impact that emphasis on accountability and achievement had on the middle school concept which emphasizes the development of the whole child. A survey was developed based on the tenets of…

  15. Making Learning Last: Teachers' Long-Term Retention of Improved Nature of Science Conceptions and Instructional Rationales

    Science.gov (United States)

    Mulvey, Bridget K.; Bell, Randy L.

    2017-01-01

    Despite successful attempts to improve learners' nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators'…

  16. The Integration of Green Chemistry Experiments with Sustainable Development Concepts in Pre-Service Teachers' Curriculum: Experiences from Malaysia

    Science.gov (United States)

    Karpudewan, Mageswary; Ismail, Zurida Hg; Mohamed, Norita

    2009-01-01

    Purpose: The purpose of this paper is to introduce green chemistry experiments as laboratory-based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs). Design/methodology/approach: Repeated measure design was employed to evaluate…

  17. Fueling Chemical Engineering Concepts with Biodiesel Production: A Professional Development Experience for High School Pre-Service Teachers

    Science.gov (United States)

    Gupta, Anju

    2015-01-01

    This one-day workshop for pre-service teachers was aimed at implementing a uniquely designed and ready-to-implement chemical engineering curriculum in high school coursework. This educational and professional development opportunity introduced: 1) chemical engineering curriculum and career opportunities, 2) basic industrial processes and flow…

  18. Towards a Policy Social Psychology: Teacher Engagement with Policy Enactment and the Core Concept of Affective Disruption

    Science.gov (United States)

    Sheikh, Irfan; Bagley, Carl

    2018-01-01

    The article uncovers the complex process of educational policy enactment and the impact this process has on teachers as policy actors as they undertake the task of introducing a new mathematics curriculum in a Canadian secondary school. The three year study based on in-depth qualitative interviews adopts a classic grounded theory approach of…

  19. Geography Teachers' Concepts of Working with Thinking through Geography Strategies--Results of an Empirical Reconstructive Study

    Science.gov (United States)

    Applis, Stefan

    2016-01-01

    The educational standards in geography in the German-speaking world separately refer to the areas of competence of judgment and evaluation and thus attach outstanding importance to reflective value orientation in geography classes. The tasks and challenges that arise from that for geography teachers will be investigated in a…

  20. Teachers' conceptions of the nature of science: Analyzing the impact of a teacher enhancement program in changing attitudes and perceptions of science and scientific research

    Science.gov (United States)

    Govett, Aimee Lee

    The purpose of this study was to determine the efficacy of a residential science research experience in changing participants' attitudes and understanding of the nature of science and their view of themselves as science researchers. Data from interviews, journal writings, classroom observations and two pre-post instruments were used in the evaluation plan. As participants of this study, 16 inservice teachers (K--16) attended a two-week residential institute at the National Radio Astronomy Observatory (NRAO) in Green Bank, West Virginia. The format of the institute featured a scientific research experience designed to arm its participants with the skills needed to model their classroom teaching after scientific research. The program included lessons on the fundamentals of radio astronomy, science talks and interactions with practicing scientists, in-depth tours of the NRAO facilities, and pedagogical instruction for implementing research in the classroom. The WVU College of Education staff and the NRAO staff stressed the importance of the nature of the research experience offered to these teachers. In the Education Sessions the WVU science education staff guided participants through the steps required to turn their experience around, in order to develop student research projects for their classrooms. The results from the Research Self Assessment instrument show significant gains for all participants in being more comfortable doing research. For the Nature of Science and Science Teaching instrument there were only three items that showed significant gains for all participants both in understanding the nature of science and in their views on implementing the Green Bank constructivist learning philosophy. The women, especially the elementary teacher group, showed the greatest change in their understanding of the nature of science as reflected in the interviews as well as in their personal journals. The seven men, who were all in the secondary field, made no significant

  1. Teaching judging and judging teaching in teacher education

    DEFF Research Database (Denmark)

    Lund, Birthe; Lindhart, Lars

    education may influence the professional judgment and influence the concrete practice. Since educating professional judgment is value-laden, and there are disagreements about the role of the school and the understanding of the ideal teacher, values and moral issues deserves serious attention. However......The concept of professional judgment and how to develop this within teacher education is the core focus in this paper. The aim of teacher education in Denmark is to qualify the students for a specific profession as teachers in the Folkeskole (the primary and lower secondary school). The teacher...... education is often criticized by students and politicians that theory and professional practice are not linked successfully and, consequently, the teacher education is often changed, recently brought about by competence-based curricula. It is therefore relevant to gain new knowledge about how teacher...

  2. Teacher agency:

    DEFF Research Database (Denmark)

    Robinson, Sarah; Priestley, Mark; Biesta, Gert

    2015-01-01

    The concept of teacher agency has emerged in recent literature as an alternative means of understanding how teachers might enact practice and engage with policy (e.g. Lasky, 2005; Leander & Osbourne, 2008; Ketelaar et al., 2012; Priestley, Biesta & Robinson, 2013). But what is agency? Agency rema...

  3. Local illness concepts and their relevance for the prevention and control of malaria during pregnancy in Ghana, Kenya and Malawi: findings from a comparative qualitative study.

    Science.gov (United States)

    Menaca, Arantza; Pell, Christopher; Manda-Taylor, Lucinda; Chatio, Samuel; Afrah, Nana A; Were, Florence; Hodgson, Abraham; Ouma, Peter; Kalilani, Linda; Tagbor, Harry; Pool, Robert

    2013-07-22

    In sub-Saharan Africa, the burden of morbidity and mortality linked to malaria during pregnancy (MiP) is significant and compounded by its unclear symptoms and links with other health problems during pregnancy. Mindful of the biomedical and social complexity of MiP, this article explores and compares local understandings of MiP and their links with other pregnancy-related health problems. A comparative qualitative study was undertaken at four sites in three countries: Ghana, Malawi and Kenya. Individual and group interviews were conducted with pregnant women, their relatives, opinion leaders, other community members and health providers. MiP-related behaviours were also observed at health facilities and in local communities. Across the four sites, local malaria concepts overlapped with biomedically defined malaria. In terms of symptoms, at-risk groups, outcomes and aetiology of malaria during pregnancy, this overlap was however both site-specific and partial. Moreover, the local malaria concepts were not monolithic and their descriptions varied amongst respondents. The symptoms of pregnancy and malaria also overlapped but, for respondents, symptom severity was the distinguishing factor. Malaria was generally, though not universally, perceived as serious for pregnant women. Miscarriage was the most widely known outcome, and links with anaemia, low birth weight and congenital malaria were mentioned. Nonetheless, amongst many potential causes of miscarriage, malaria was not recognized as the most important, but rather interacted with other pregnancy-related problems. Given the overlap of common pregnancy problems with the symptoms of malaria, and the limited association of malaria with its main outcomes, a comprehensive antenatal care programme is the most appropriate strategy for the provision of health education, prevention and treatment for MiP. Variations in locally shared understandings of MiP must however be taken into account when designing and promoting Mi

  4. Exploring teacher and school resilience as a new perspective to solve persistent problems in the educational sector

    NARCIS (Netherlands)

    Schelvis, R.M.C.; Zwetsloot, G.I.J.M.; Bos, E.H.; Wiezer, N.M.

    2014-01-01

    In this paper, we will explore the relevance, meaning and perspectives of teacher, team and school resilience. The central research questions are: does the concept of teacher, team and school resilience offer new and promising perspectives on persistent problems in the educational sector? And

  5. A study of the effectiveness of a four semester preservice Secondary Science Teacher Education program regarding changes in teacher perceptions and practices

    Science.gov (United States)

    Yakar, Zeha

    The purpose of this study was to investigate the development and change in constructivist behaviors of preservice science teachers of the Iowa-Secondary Science Teacher Education Program (SSTEP) over the four semester sequence. Constructivist behaviors were investigated from four perspectives; including actual classroom performances as viewed from videotapes, teacher perceptions of teacher use of constructivist teaching practices, and teacher beliefs as gained from open-ended questions, and written artifacts. The participants of the study included a total of 41 secondary science preservice teachers in four different semesters of their teacher preparation program. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (1) Constructivist Learning Environment Survey (CLES), (2) Philosophy of Teaching and Learning (PTL), and (3) videotape portfolio evaluated with the Reformed Teaching Observation Protocol (RTOP). Major findings include the following: (1) Preservice teachers' perceptions regarding constructivist approaches become significantly and increasingly more student-centered in terms of Personal Relevance, Critical Voice, Shared Control, and Student Negotiation as they prepare through the four semester sequence. (2) Preservice teachers' conceptions concerning teaching and learning become significantly and increasingly more student-centered in terms of what students need to do to improve their understanding of science concepts. (3) Preservice teachers conceptions and their perceptions about actual classroom practices rarely align with observed teaching practices in their classrooms. Although preservice teachers hold student-centered beliefs and perceptions, their actual classroom teaching practices were "transitional constructivist". (4) Preservice teachers' constructivist practices of teaching and learning began to decline in the third semester with preservice teachers moving towards more teacher

  6. The concept of oversight, its connection to memory keeping and its relevance for the medium term: The findings of the RK and M initiative

    International Nuclear Information System (INIS)

    Hotzel, Stephan

    2015-01-01

    The medium term was introduced as the period of indirect oversight after repository closure, with timescales in the order of a few hundred years. While the importance of intrinsic control or 'passive' safety features in the post-closure phase of a geological repository has been recognised and stressed before, the role of oversight, by providing the capability to reduce or avoid some exposures, has come to the fore only recently. Oversight for the time being generally refers to 'watchful care' and society 'keeping an eye' on the technical system and the actual implementation of plans and decisions. In some regulatory frameworks oversight is indirectly required, for instance when mandating the creation of a land exclusion zone. In other frameworks, oversight is directly required, as illustrated, for instance, by the long-term stewardship concept of the US Environmental Protection Agency. Although sheer memory of the presence of the facility cannot be enough to constitute oversight, oversight and RK and M preservation do go hand in hand. For example, monitoring after repository closure fosters RK and M preservation, and vice versa. The presenter focused on terminology, potential oversight measures, and on roles and responsibilities of different stakeholders

  7. Global Warming in Schools: An Inquiry about the Competing Conceptions of High School Social Studies and Science Curricula and Teachers

    Science.gov (United States)

    Meehan, Casey R.

    Despite the scientific consensus supporting the theory of anthropogenic (human-induced) global warming, whether global warming is a serious problem, whether human activity is the primary cause of it, and whether scientific consensus exists at all are controversial questions among the U.S. lay-public. The cultural theory of risk perception (Schwarz and Thompson, 1990) serves as the theoretical framework for this qualitative analysis in which I ask the question how do U.S. secondary school curricula and teachers deal with the disparity between the overwhelming scientific consensus and the lay-public's skepticism regarding global warming? I analyzed nine widely used social studies and science textbooks, eight sets of supplemental materials about global warming produced by a range of not-for-profit and governmental organizations, and interviewed fourteen high school teachers who had experience teaching formal lessons about global warming in their content area. Findings suggest: 1) the range of global warming content within social studies and science textbooks and supplemental curricula reflects the spectrum of conceptualizations found among members of the U.S. public; 2) global warming curricula communicate only a narrow range of strategies for dealing with global warming and its associated threats; and 3) social studies and science teachers report taking a range of stances about global warming in their classroom, but sometimes the stance they put forth to their students does not align with their personal beliefs about global warming. The findings pose a troubling conundrum. Some of the global warming curricula treat the cause of global warming--a question that is not scientifically controversial--as a question with multiple and competing "right" answers. At the same time, much of curricula position how we should address global warming--a question that is legitimately controversial--as a question with one correct answer despite there being many reasonable responses

  8. Misconception of biology education student of teacher training and education of Sriwijaya University to the concept of photosynthesis and respiration

    Science.gov (United States)

    Susanti, Rahmi

    2018-05-01

    This study aimed to gain an overview of misconceptions on the concept of photosynthesis and respiration. The study involved 58 students from Biology Education of Sriwijaya University. Collecting data used written test of 16 questions, which are 10 questions of multiple choice and 6 of choice with reason. The results showed that:photosynthesis occurs continuously (37.9%), energy used for photosynthesis are light and heat energy (34.5%), plants take CO2to respiration (47%), plants carry on respiration in the absence of light for photosynthesis (22.4%), respiration in plants occurs only in leaf cells (76.4%), and only animals that take O2 of photosynthesis to respiration (68.9%). The conclusion: 1) on the concept of photosynthesis is still prevailing misconceptions about the concept of the place and time of the occurrence of photosynthesis in plants, the role of the sun in photosynthesis, energy is required in the form of photosynthesis, and the role of photosynthesis for the plant. 2) on the concept of respiration is still prevailing misconceptions about the place of the respiration in plants, gas necessary for respiration of plants, and the plants perform respiration time, as well as the cycle of CO2 and O2 that occurs in nature.

  9. Disciplinary Boundaries and Climate Change Education: Teachers' Conceptions of Climate Change Education in the Philippines and Singapore

    Science.gov (United States)

    Ho, Li-Ching; Seow, Tricia

    2017-01-01

    This qualitative study examines how climate change scientific knowledge is framed and positioned within the Singapore and Philippines school curricula in relation to broader citizenship concepts and ideas. The findings reveal that climate change is taught in very different ways within both education systems. The Singapore case demonstrates the…

  10. Introducing the Concept of the Minimally Important Difference to Determine a Clinically Relevant Change on Patient-Reported Outcome Measures in Patients with Intermittent Claudication

    International Nuclear Information System (INIS)

    Conijn, Anne P.; Jonkers, Wilma; Rouwet, Ellen V.; Vahl, Anco C.; Reekers, Jim A.; Koelemay, Mark J. W.

    2015-01-01

    PurposeThe minimally important difference (MID) represents the smallest change in score on patient-reported outcome measures that is relevant to patients. The aim of this study was to introduce the MID for the Vascular Quality of Life Questionnaire (VascuQol) and the walking impairment questionnaire (WIQ) for patients with intermittent claudication (IC).MethodsIn this multicenter study, we recruited 294 patients with IC between July and October 2012. Patients completed the VascuQol, with scores ranging from 1 to 7 (worst to best), and the WIQ, with scores ranging from 0 to 1 (worst to best) at first visit and after 4 months follow-up. In addition, patients answered an anchor-question rating their health status compared to baseline, as being improved, unchanged, or deteriorated. The MID for improvement and deterioration was calculated by an anchor-based approach, and determined with the upper and lower limits of the 95 % confidence interval of the mean change of the group who had not changed according to the anchor-question.ResultsFor the MID analyses of the VascuQol and WIQ, 163 and 134 patients were included, respectively. The MID values for the VascuQol (mean baseline score 4.25) were 0.87 for improvement and 0.23 for deterioration. For the WIQ (mean baseline score 0.39), we found MID values of 0.11 and −0.03 for improvement and deterioration, respectively.ConclusionIn this study, we calculated the MID for the VascuQol and the WIQ. Applying these MID facilitates better interpretation of treatment outcomes and can help to set treatment goals for individual care

  11. Introducing the Concept of the Minimally Important Difference to Determine a Clinically Relevant Change on Patient-Reported Outcome Measures in Patients with Intermittent Claudication

    Energy Technology Data Exchange (ETDEWEB)

    Conijn, Anne P., E-mail: a.p.conijn@amc.nl [Academic Medical Center, Departments of Vascular Surgery and Interventional Radiology (Netherlands); Jonkers, Wilma, E-mail: wilma.jonkers@achmea.nl [Achmea Insurances, Division of Health Care (Netherlands); Rouwet, Ellen V., E-mail: e.rouwet@erasmusmc.nl [Erasmus Medical Center, Department of Vascular Surgery (Netherlands); Vahl, Anco C., E-mail: a.c.vahl@olvg.nl [Onze Lieve Vrouwe Gasthuis, Department of Vascular Surgery (Netherlands); Reekers, Jim A., E-mail: j.a.reekers@amc.nl [Academic Medical Center, Department of Radiology (Netherlands); Koelemay, Mark J. W., E-mail: m.j.koelemaij@amc.nl [Academic Medical Center, Department of vascular surgery (Netherlands)

    2015-10-15

    PurposeThe minimally important difference (MID) represents the smallest change in score on patient-reported outcome measures that is relevant to patients. The aim of this study was to introduce the MID for the Vascular Quality of Life Questionnaire (VascuQol) and the walking impairment questionnaire (WIQ) for patients with intermittent claudication (IC).MethodsIn this multicenter study, we recruited 294 patients with IC between July and October 2012. Patients completed the VascuQol, with scores ranging from 1 to 7 (worst to best), and the WIQ, with scores ranging from 0 to 1 (worst to best) at first visit and after 4 months follow-up. In addition, patients answered an anchor-question rating their health status compared to baseline, as being improved, unchanged, or deteriorated. The MID for improvement and deterioration was calculated by an anchor-based approach, and determined with the upper and lower limits of the 95 % confidence interval of the mean change of the group who had not changed according to the anchor-question.ResultsFor the MID analyses of the VascuQol and WIQ, 163 and 134 patients were included, respectively. The MID values for the VascuQol (mean baseline score 4.25) were 0.87 for improvement and 0.23 for deterioration. For the WIQ (mean baseline score 0.39), we found MID values of 0.11 and −0.03 for improvement and deterioration, respectively.ConclusionIn this study, we calculated the MID for the VascuQol and the WIQ. Applying these MID facilitates better interpretation of treatment outcomes and can help to set treatment goals for individual care.

  12. Thai secondary school student’s disciplined minds, life skills, self-concepts, and teacher classroom management influence: A confirmatory factor analysis

    Directory of Open Access Journals (Sweden)

    Aukkapong Sukkamart

    2018-10-01

    Full Text Available The study and understanding of a student’s disciplined mind, life-skills, self-concept and teacher classroom management are crucial is helping with the assessment of student development and education quality. As such, 932 Thai students from 119 Bangkok secondary schools were surveyed by use of multi-stage random sampling. The observed variables included learning ability, self-discipline, social skills, thinking skills, stress coping skills, self-awareness, emotional adjustment, interpersonal relationships, student centered learning management, the learning environment creation, and authentic learning assessment. A five-level Likert scale questionnaire was constructed by the researchers for the student respondents. Confirmatory factor analysis (CFA was used for analysis. The quantitative research confirmed the elements of the variables with the results showing that all the observed variables studied are in harmony with the empirical data and have statistical significance. A disciplined mind has the ability to learn and is crucial for on-line learning success as well as professional expertise. Life skills are comprised of social skills, thinking skills, and coping with stress. Self-concept was determined to be influenced by self-awareness, emotional adjustment, and interpersonal relationships. Teacher classroom management is an element of learning that focuses on the learners, creating a learning environment, and authentic learning evaluation. This research confirmed the composition of the latent variables with the results indicating the importance in the development of a causal model of a disciplined mind student as defined by Bangkok’s Secondary Education Service Area Office for the next stage of the research project.

  13. Is Information Still Relevant?

    Science.gov (United States)

    Ma, Lia

    2013-01-01

    Introduction: The term "information" in information science does not share the characteristics of those of a nomenclature: it does not bear a generally accepted definition and it does not serve as the bases and assumptions for research studies. As the data deluge has arrived, is the concept of information still relevant for information…

  14. On-line coupling of physiologically relevant bioaccessibility testing to inductively coupled plasma spectrometry: Proof of concept for fast assessment of gastrointestinal bioaccessibility of micronutrients from soybeans.

    Science.gov (United States)

    Herrera, Mónica Alejandra; Rosende, María; Arruda, Marco Aurélio Zezzi; Miró, Manuel

    2016-10-05

    In-vitro physiologically relevant gastrointestinal extraction based on the validated Unified BARGE Method (UBM) is in this work hyphenated to inductively coupled plasma optical emission spectrometry in a batch-flow configuration for real-time monitoring of oral bioaccessibility assays with high temporal resolution. A fully automated flow analyzer is designed to foster in-line filtration of gastrointestinal extracts at predefined times (≤15 min) followed by on-line multi-elemental analysis of bioaccessible micro-nutrients, viz., Cu, Fe and Mn, in well-defined volumes of extracts (300 μL) of transgenic and non-transgenic soybean seeds taken as model samples. The hyphenated flow setup allows for recording of temporal extraction profiles to gain full knowledge of the kinetics of the gastrointestinal digestion processes, including element leaching and concomitant precipitation and complexation reactions hindering bioavailability. Simplification of the overall standard procedure is also feasible by identification of steady-state extraction conditions. Our findings indicate that reliable measurement of oral bioaccessible pools of Cu, Fe and Mn in soybean might be obtained in less than 180 min rather than 240 min as endorsed by UBM. Using a matrix-matched external calibration, limits of detection according to the 3s criteria were 0.5 μg/g for Mn, 0.6 μg/g for Cu and 2.3 μg/g for Fe. Trueness of the automatic bioaccessibility method was confirmed by mass balance validation with recoveries ranging from 87 to 116% regardless of the target element and sample. Cu was the micronutrient with the highest oral bioaccessibility ranging from 73% to 83% (7.5-7.9 μg/g) for non-transgenic and transgenic soybeans, respectively, followed by Mn and Fe within the ranges of 29-31% (10.8-11.4 μg/g) and 11-15% (8-14 μg/g), respectively, regardless of transgenesis. The proposed kinetic method is proven suitable for fast and expedient estimation of the nutritional value of

  15. On the Contemporary Relevance of Greek παιδεία to the Concept of a Balanced Education: Aristotle, Nietzsche, Camus, H. Arendt

    Directory of Open Access Journals (Sweden)

    Valentin Kalan

    2009-12-01

    Full Text Available Contemporary education systems are in a constant process of restructuring, thus requiring philosophy to reconsider the basic assumptions of education. The phenomenon of education can only be defined and clarified historically, i.e. with reference to the ancient Greek paideia. The Greek culture created a comprehensive system of both education and pedagogy as a theory of education, teaching, and knowledge (Dilthey.  (1 A phenomenological approach to Aristotle's pedagogy. Aristotle's theory of physical, moral, and political education (Nicomachean Ethics and Politics is founded upon the notion of the natural development of every being. In addition, Aristotle creates the concept of philosophical pedagogy. A philosophically educated person (ho pepaideumenos has the competence to treat problems emerging with the formation of particular sciences, and to reflect on the method of each scientific discipline. This philosophical culture is also connected with dialectic, rhetoric, and politics.  (2 Nietzsche's ideas on education and culture are presented in two of his early works: On the Future of Our Educational Institutions and We Philologists. In his criticism of the German education system of his time, he explains his basic historical assumption that the real homeland of education is the Hellenic world. A restructuring of the education system cannot be carried out without the Greek and Roman antiquity as the embodied categorical imperative of all culture. A general education which disregards antiquity is considered barbaric. However, Nietzsche's philosophy of education remains unfinished, giving no definite conclusions.  (3 Camus’ philosophy describes the modern West European culture as nihilistic. The essence of nihilism is a systematic ignorance of the limits of human nature, which can lead to historical crimes and to destroying the conditions for the human existence in the world. The formation of a world that will not be subdued by the

  16. Self-actualization: Its Use and Misuse in Teacher Education.

    Science.gov (United States)

    Ivie, Stanley D.

    1982-01-01

    The writings of Abraham Maslow are analyzed to determine the meaning of the psychological term "self-actualization." After pointing out that self-actualization is a rare quality and that it has little to do with formal education, the author concludes that the concept has little practical relevance for teacher education. (PP)

  17. Concepções da professora acerca do abuso sexual infantil Teachers' conceptions about sexual child abuse

    Directory of Open Access Journals (Sweden)

    Rachel de Faria Brino

    2003-01-01

    Full Text Available A escola mostra-se como lugar ideal para detecção e intervenção em casos de abuso sexual infantil, uma vez que o principal agressor geralmente encontra-se na família. Considerando que a escola deve ter como objetivo garantir a qualidade de vida de sua clientela, bem como promover a cidadania, para delinear um programa que possa capacitar tais profissionais em casos de abuso sexual, parece necessário, em primeiro lugar, conhecer o universo de informações que eles detêm sobre o tema, sobre a legislação a respeito e sobre os direitos da criança. Este estudo teve como objetivo caracterizar as informações de 20 educadoras de escolas municipais de educação infantil sobre o abuso sexual de crianças em uma cidade de médio porte. As informações obtidas foram analisadas e divididas em sete categorias. Os resultados indicam que a maioria das educadoras possuía informações insuficientes acerca do tema e afirmava adotar procedimentos inadequados diante dos casos de crianças que sofreram abusos sexuais.The school proves to be an ideal place for detection and intervention in child sexual abuse cases, since the main aggressor is found generally within the family. Considering that one of the school's objectives should be to guarantee the quality of life of its pupils, as well as to promote citizenship, in order to develop a program to train teachers on what to do in cases of sexual abuse, it seems necessary first to survey the universe of information teachers have about the subject, the existing legislation, and the children's rights. This study aimed to characterize the information that twenty educators in municipal schools for early child education in a medium size city had about child sexual abuse. The data obtained were analyzed and divided into seven categories. The results indicate that the majority of educators had insufficient information on the subject, affirming as well that they took inadequate measures when faced with cases of

  18. Profesijos mokytojų požiūris į savo gebėjimus vertinti = Vocational education teachers' attitude towards development of assessment skills

    OpenAIRE

    Miliušienė, Monika; Teresevičienė, Margarita

    2009-01-01

    This article discusses learning achievement assessment process, focusing on identification of VET teacher assessment skills. Together with the changes in the conception of assessment, i.e. transferring from knowledge based assessment to learning achievement assessment, requirements for assessment procedure also change; therefore, the development of VET teacher assessment skills acquires particular relevance.

  19. Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

    Science.gov (United States)

    Stecklein, Jason Jeffrey

    The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.

  20. Analysis of Understanding the Concept of Buoyancy in the Context of its Transfer from Pre-school Teachers to Children

    Directory of Open Access Journals (Sweden)

    Petra Furlan

    2014-03-01

    Full Text Available Kindergarten curricula (Bahovec et al. 1999, 37 cover different areas of education that are sensibly interconnected and integrated. Science is one of the areas that represent child’s first learning about the surrounding world and the first introduction to nature. Science education is a very suitable approach of introducing children into basic research work, since in nature objects and phenomena are more concrete, and hence the children are instinctively attracted. Therefore, science education could act as a starting point for all other areas of education. Teaching science comprises several difficulties, which are mainly connected with the way how contents are introduced to children. This is often a great challenge and great responsibility for pre-school teachers, because the scientific content needs to be explained in an appropriate way taking into consideration the child's age, the use of correct terminology, and at the same time avoiding inadequate generalization and over-simplification. Buoyancy is a natural phenomenon that is experienced by every child, but which, on the other hand, is quite difficult to explain. With the present study we wished to assess the knowledge considering buoyancy of the part-time students within the Pre-school Teaching educational programme at the Faculty of Education of the University of Primorska, which is performed on different locations throughout Slovenia. These students already teach in the kindergartens and should be well acquainted with buoyancy from previously passed physics courses at the Faculty of Education. We examined how they explained the buoyancy to children in kindergartens, and whether the knowledge about buoyancy is affected by their working experience or the location of their study. The results show that the students’ knowledge about buoyancy is insufficient and incomplete. In addition, many misconceptions about buoyancy are transmitted to the children in the process of teaching

  1. Concept - or no concept

    DEFF Research Database (Denmark)

    Thorsteinsson, Uffe

    1999-01-01

    Discussion about concept in industrial companies. A method for mapping of managerial concept in specific area is shown......Discussion about concept in industrial companies. A method for mapping of managerial concept in specific area is shown...

  2. Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

    Science.gov (United States)

    Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

    2014-12-01

    The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective

  3. Lived Experience: Perceptions of Competency of Novice Teachers

    Directory of Open Access Journals (Sweden)

    Pauline Swee Choo Goh

    2017-01-01

    Full Text Available This study bridges the gap of an outsider-insider perspective of competency and captures the essence of what constitutes competency among 18 novice teachers in their own actions performed in real classrooms. In this study, relevant aspects of the novice teachers’ ‘lived-experience’ in their schools make up their conceptions of competency. Novice teachers’ talk about achieving their aims of competency in strategically different ways and in each of these ways, the novice teachers’ strategies are critical to their understanding of the novice teacher-student roles. Five identified conceptions are: controls in the classroom and behaviour of students, methodical preparation, uses of sound in pedagogical knowledge and skills, understanding and empowering their students to take charge of their own learning, and an awareness of themselves as teachers. The conceptions of competency are represented diagrammatically and are discussed with respect to levels of complexity. Variation exists in the way novice teachers conceive of their competency. Teacher educators should be cognizant of the diversity in practices of teachers and not limit that to say that there is just one acceptable conception of competency.

  4. Teacher Leadership Development in PDSs: Perceptions of 22 Veteran Teachers

    Science.gov (United States)

    Cosenza, Michael N.

    2013-01-01

    Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Many view teacher leadership as specific administrative roles while others view it as any opportunity in which teachers contribute to the decision-making process.…

  5. The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher

    Science.gov (United States)

    Purwaningsih, E.; Suyatno; Wasis; Prahani, B. K.

    2018-03-01

    This research is aimed to analyse the effectiveness of ComCoReLS (Concept Mapping Content Representation Lesson Study) model towards the improvement skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher. This research used one group pre-test and post-test design on 12 pre-service physics teacher at University of Malang State (Indonesia) in academic year 2016/2017. Data collection was conducted through test and interview. Skills of creating physics lesson plan for pre-service physics teacher measurement were conducted through Physics Lesson Plan Evaluation Sheet (PLPES). The data analysis technique was done by using paired t-test and n-gain. The CoMCoReLS model consists of 5 phases, including (1) Preparation, (2) Coaching, (3) Guided Practice, (4) Independent Practice, and (5) Evaluation. In the first, second, third and fifth phases are done at University of Malang State, while the fourth phase (Independent Practice) is done in SMAN 1 Singosari, SMAN 2 Malang, SMA Lab UM, MAN 3 Malang. The results showed that there was a significant increase in skills of creating physics lesson plan for pre-service physics teacher at α = 5% and n-gain average of high category. Thus, the ComCoReLS model is effective for improving skills of creating physics lesson plan for pre-service physics teacher.

  6. Fundamental concepts of mathematics

    CERN Document Server

    Goodstein, R L

    Fundamental Concepts of Mathematics, 2nd Edition provides an account of some basic concepts in modern mathematics. The book is primarily intended for mathematics teachers and lay people who wants to improve their skills in mathematics. Among the concepts and problems presented in the book include the determination of which integral polynomials have integral solutions; sentence logic and informal set theory; and why four colors is enough to color a map. Unlike in the first edition, the second edition provides detailed solutions to exercises contained in the text. Mathematics teachers and people

  7. Which bulb is brighter? It depends on connection! Strategies for illuminating electrical concepts using light bulbs

    Science.gov (United States)

    Wong, Darren; Lee, Paul; Foong, S. K.

    2017-11-01

    In this paper, we examined teachers’ understanding of electrical concepts such as power, current and potential difference based on how these concepts were applied to understand the relative brightness seen in bulbs of different wattage under different connections—series or parallel. From the responses of teachers to a concept question, we identified common lines of reasoning and the associated conceptual difficulties. To support the explanation of the concept question, we set up relevant circuits and made measurements of the circuits. We discuss the temperature dependence of the resistance of the light bulb which although critical for in depth understanding of the relative brightness, was often omitted in the teacher responses. Lastly, we share insights and strategies to elicit and confront students' thinking and to help them resolve, extend and apply their thinking with regard to the related electrical concepts using various light bulb activities.

  8. NEW CONCEPTS IN TEACHER UTILIZATION.

    Science.gov (United States)

    ESSEX, MARTIN

    THE PRESENT CONCERN WITH UPGRADING OF THE DISADVANTAGED IS LISTED AS FOURTH IN A SERIES OF EDUCATIONAL REVOLUTIONS, THE OTHERS BEING (1) HORACE MANN'S COMMON SCHOOL, (2) THE KALAMAZOO DECISION, OPENING SECONDARY EDUCATION TO THE MASSES, AND (3) THE G.I. BILL BREAKTHROUGH IN HIGHER EDUCATION AFTER WORLD WAR II. THE PRESENT SITUATION IS…

  9. Where Do We Go from Here? Making Sense of Prospective Social Studies Teachers' Memories, Conceptions, and Visions of Social Studies Teaching and Learning

    Science.gov (United States)

    Hawley, Todd S.; Crowe, Alicia R.; Brooks, Elizabeth W.

    2012-01-01

    Like most teacher educators, the authors are aware that prospective teachers enter programs with many experiences in schools, and social studies classrooms in particular, that influence their beliefs about schooling, what it means to teach, their subject, and students. These experiences and beliefs inform how they then experience their program…

  10. Effects of Storylines Embedded within the Context-Based Approach on Pre-Service Primary School Teachers' Conceptions of Matter and Its States

    Science.gov (United States)

    Demircioglu, Hülya; Ayas, Alipasa; Demircioglu, Gökhan; Özmen, Haluk

    2015-01-01

    In this study, the effect of the context-based approach on pre-service primary school teachers' understanding of matter and its states and their attitude towards chemistry was investigated. Using a simple experimental design, the study was conducted with 35 pre-service primary school teachers who were exposed to context-based material with…

  11. The Limits to Relevance

    Science.gov (United States)

    Averill, M.; Briggle, A.

    2006-12-01

    Science policy and knowledge production lately have taken a pragmatic turn. Funding agencies increasingly are requiring scientists to explain the relevance of their work to society. This stems in part from mounting critiques of the "linear model" of knowledge production in which scientists operating according to their own interests or disciplinary standards are presumed to automatically produce knowledge that is of relevance outside of their narrow communities. Many contend that funded scientific research should be linked more directly to societal goals, which implies a shift in the kind of research that will be funded. While both authors support the concept of useful science, we question the exact meaning of "relevance" and the wisdom of allowing it to control research agendas. We hope to contribute to the conversation by thinking more critically about the meaning and limits of the term "relevance" and the trade-offs implicit in a narrow utilitarian approach. The paper will consider which interests tend to be privileged by an emphasis on relevance and address issues such as whose goals ought to be pursued and why, and who gets to decide. We will consider how relevance, narrowly construed, may actually limit the ultimate utility of scientific research. The paper also will reflect on the worthiness of research goals themselves and their relationship to a broader view of what it means to be human and to live in society. Just as there is more to being human than the pragmatic demands of daily life, there is more at issue with knowledge production than finding the most efficient ways to satisfy consumer preferences or fix near-term policy problems. We will conclude by calling for a balanced approach to funding research that addresses society's most pressing needs but also supports innovative research with less immediately apparent application.

  12. How Five Master Teachers Teach about Climate Chang

    Science.gov (United States)

    Bloch, L.

    2015-12-01

    The AGU Position Statement, "Human-Induced Climate Change Requires Urgent Action," calls on scientists to "[work] with stakeholders to identify relevant information, and [to convey] understanding clearly and accurately, both to decision makers and to the general public". Everyday, K-12 teachers communicate with an important segment of the general public, and they represent important stakeholders with unique needs. The terms 'global warming', 'greenhouse effect', and 'climate change' appear nowhere in the 1996 National Science Education Standards, but under the Next Generation Science Standards, millions of teachers- most of whom have little to no experience teaching about climate change- will be required to cover the topic. This presentation discusses research conducted with five veteran public school teachers, each of whom has been teaching about climate change for many years. The group comprises three high school teachers, a middle school teacher, and an elementary school teacher. The study examined: 1) What these teachers teach about climate change; 2) How they teach about climate change; 3) What resources they use in teaching and learning about climate change; and 4) How they think the scientific community can support teachers in their efforts to teach about climate change. The teachers varied in their teaching practices and in their conceptions of 'climate change', but they all said that the academic community can support climate change education by developing locally relevant educational resources. Scientists working with K-12 teachers can build on the work of these master teachers, and attendees can access detailed descriptions of all of the lessons and the associated learning materials.

  13. Reading strategy instruction and teacher change: implications for teacher training

    OpenAIRE

    Klapwijk, Nanda M

    2012-01-01

    I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issue...

  14. Forma/ação do professor de Matemática e suas concepções de mundo e de conhecimento World and knowledge conceptions of Mathematics teachers and their form/action

    Directory of Open Access Journals (Sweden)

    Miarka Roger

    2010-01-01

    Full Text Available Esta pesquisa busca trabalhar com diferentes concepções de mundo e de conhecimento, investigando a articulação entre o sentido que elas possuem para os professores de Matemática e suas concepções de ensino e de Educação. O estudo gira em torno de discussões que ocorreram em um curso de extensão para professores de Matemática. Esse curso tratou de concepções de mundo e de conhecimento, relacionando-as com diferentes regiões do saber, como Matemática, Física, Ecologia e Artes, focando a transição entre a concepção de mundo da Época Moderna para a concepção de mundo que vem se construindo na denominada Época Pós-moderna ou Contemporânea. A meta é compreender o sentido que aquelas concepções têm para os professores e destacar possíveis momentos de metacompreensão sobre a articulação entre essas concepções e sua prática docente. A metodologia utilizada é qualitativa, de uma perspectiva fenomenológica.This research aims to work with different world and knowledge conceptions, inquiring about articulations between the meanings that Mathematics teachers have and their learning and teaching conceptions. This study revolves around discussions that occurred in an extension course for Mathematics teachers. This course addressed different conceptions of world and of knowledge, and their association with different fields such as Mathematics, Physics, Ecology and Arts, focusing on the transition between the Modern Era world conception and the world conception that has been evolving in the so-called Post-Modern Era. The goal is to understand the meanings that teachers have about those conceptions, highlighting possible moments of meta-understanding regarding the articulation between these conceptions and their practice. A qualitative research methodology was employed for the study from a phenomenological perspective.

  15. Clinical Practice in Teacher Training

    Directory of Open Access Journals (Sweden)

    Hidayet Tok

    2011-12-01

    Full Text Available Recently, it seems that there has been a concept change in the aspect of teaching practice course which is regarded as one of the most significant course in teacher education program. This new concept requires the increase period of teaching practice in teacher education program and parallel to this, it also requires the change in the function of practice schools and highlighted “clinical practice in teacher education” concept. In this study, “clinical practice in teacher education” concept and its implementation processes were explained. Furthermore, clinical practice and traditional school practices were presented and the parallels between teaching and clinical practices were explained as well

  16. Effective Teachers

    Directory of Open Access Journals (Sweden)

    Beverly A. King Miller

    2015-09-01

    Full Text Available This article focuses on the educational strategies that can be used to support female students of African descent in their persistence in science, technology, engineering, and mathematics (STEM education and careers. STEM careers have historically been White male and White female dominated, which has yielded an underrepresentation of those of African descent. Drawing from a grounded qualitative case study, the data used for this article share the responses of Afro-Caribbean females in STEM who have immigrated to the United States from the country of Panama. As Latinas, they are representative of the changing face in the American educational system—bilingual, multicultural, and of African descent. The strategies offered reflect their own teaching practices, their former teachers, or experiences with their children’s teachers. What emerged were descriptions of four strategies and behaviors of effective teachers that align with Ladson-Billings’s culturally relevant pedagogy and Gay’s culturally responsive teaching. Included in the findings are the high standards and expectations embodied by effective teachers that serve to positively inspire their students. Culturally responsive teachers create an atmosphere of learning that supports academic success, conveying their belief in their students’ ability based upon their own reflectivity. As the U.S. educational system continues to become multilingual and multicultural, there is need for strategies for the successful inclusion and progression of students in STEM educational pathways and careers. This will occur as teachers challenge themselves to be the agents of change in the lives of their students.

  17. Concepções e concepções alternativas de média: Um estudo comparativo entre professores e alunos do Ensino Fundamental Conception and alternative conception of mean: a comparative study among teachers and students from basic school

    Directory of Open Access Journals (Sweden)

    Sandra Magina

    2010-01-01

    Full Text Available O presente estudo analisa concepções de estudantes e professores sobre média, tanto aquelas válidas quanto as alternativas, com validade para alguns casos. Um teste, em lápis e papel, composto de 3 questões foi elaborado e aplicado com 287 estudantes e professores brasileiros, dos quais: 54 eram alunos da 4ª série e 47 eram da 5ª série do ensino fundamental, 61 eram estudantes iniciantes e 82 eram estudantes concluintes do curso de pedagogia, e 43 eram professores das séries iniciais do ensino fundamental. O teste foi aplicado de forma coletiva, em sala de aula. Excetuando-se o grupo de professores, todos os grupos tendem a confundir média com adição dos valores ou com o valor máximo. Os resultados mostram que, apesar da evolução no entendimento do conceito de média em relação ao nível de escolaridade, algumas confusões ainda são identificadas entre o grupo de professores.The present study aims to analyze students and teachers conceptions and misconceptions of average. A paper and pencil test, comprised of three questions, was designed. 287 Brazilian students and teachers undertook the test. They were: 54 pupils from 4th grade, 47 from 5th grade, 61 students beginning undergraduation on Pedagogy, 82 students finishing their undergraduation on Pedagogy and 43 elementary school teachers. The test was undertaken in a collective way. Excepting to the teachers group, all the groups tend to confuse average to addition of the values, or to the maximum value. The result points that, in spite of an evolution on the understanding of the concept of average according to the educational level of the groups, some misconceptions are found within the teachers' group.

  18. Cognitive Achievement and Motivation in Hands-on and Teacher-Centred Science Classes: Does an additional hands-on consolidation phase (concept mapping) optimise cognitive learning at work stations?

    Science.gov (United States)

    Gerstner, Sabine; Bogner, Franz X.

    2010-05-01

    Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher-centred versus hands-on instruction; on the other hand, hands-on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands-on approach as well as the concept mapping adaptation were totally new. Our hands-on approach followed instruction based on "learning at work stations". A total of 397 high-achieving fifth graders participated in our study. We used a pre-test, post-test, retention test design both to detect students' short-term learning success and long-term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher-centred approach provided higher short-term learning success, hands-on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short-term increase in knowledge. Regularly placed in instruction, it might increase long-term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes.

  19. Classroom management: Teachers’ skills and differentiation according to posts held at school – A research study with primary school teachers

    OpenAIRE

    Valente, Sónia; Veiga, Feliciano

    2016-01-01

    Conceptual framework: The concept of classroom management emerges as a relevant and contemporary study area, since due to a shortage of empirical studies, there is a clear need for deeper explanatory theoretical models. Teachers use strategies for classroom management but still encounter barriers when defining conditions which may enhance the teaching and learning process. Objective: the present research intended to answer the following research questions: «How are teachers ...

  20. Regularization in Matrix Relevance Learning

    NARCIS (Netherlands)

    Schneider, Petra; Bunte, Kerstin; Stiekema, Han; Hammer, Barbara; Villmann, Thomas; Biehl, Michael

    A In this paper, we present a regularization technique to extend recently proposed matrix learning schemes in learning vector quantization (LVQ). These learning algorithms extend the concept of adaptive distance measures in LVQ to the use of relevance matrices. In general, metric learning can

  1. Using river locks to teach hydrodynamic concepts

    Science.gov (United States)

    Carvalho-Santos, Vagson L.; Mendes, Thales C.; Silva, Enisvaldo C.; Rios, Márcio L.; Silva, Anderson A. P.

    2013-11-01

    In this work, the use of a river lock as a non-formal setting for teaching hydrodynamical concepts is proposed. In particular, we describe the operation of a river lock situated at the Sobradinho dam, on the São Francisco River (Brazil). A model to represent and to analyse the dynamics of river lock operation is presented and we derive the dynamical equations for the rising of the water column as an example to understand the Euler equation. Furthermore, with this activity, we enable the integration of content initially introduced in the classroom with practical applications, thereby allowing the association of physical themes to content relevant in disciplines such as history and geography. In addition, experiences of this kind enable teachers to talk about the environmental and social impacts caused by the construction of a dam and, consequently, a crossover of concepts has been made possible, leading to more meaningful learning for the students.

  2. Using river locks to teach hydrodynamic concepts

    International Nuclear Information System (INIS)

    Carvalho-Santos, Vagson L; Mendes, Thales C; Silva, Enisvaldo C; Rios, Márcio L; Silva, Anderson A P

    2013-01-01

    In this work, the use of a river lock as a non-formal setting for teaching hydrodynamical concepts is proposed. In particular, we describe the operation of a river lock situated at the Sobradinho dam, on the São Francisco River (Brazil). A model to represent and to analyse the dynamics of river lock operation is presented and we derive the dynamical equations for the rising of the water column as an example to understand the Euler equation. Furthermore, with this activity, we enable the integration of content initially introduced in the classroom with practical applications, thereby allowing the association of physical themes to content relevant in disciplines such as history and geography. In addition, experiences of this kind enable teachers to talk about the environmental and social impacts caused by the construction of a dam and, consequently, a crossover of concepts has been made possible, leading to more meaningful learning for the students. (paper)

  3. attitudes of teachers towards

    African Journals Online (AJOL)

    User

    Ethiopia. A limited understanding of the concept disability, negative attitudes towards .... impairment and mental retardation in ... on the attitudes of the people” Taking part ... feelings about inclusion. ... Brahmnorwich(2002) , younger teachers.

  4. TEACHERS NEEDED

    CERN Multimedia

    2001-01-01

    The English Language Programme of the Lycée International de Ferney-Voltaire has two teaching posts available for la rentrée 2001. 1. Part-time teacher of Primary-level English Candidates for the post need to be mother-tongue English speakers. They should have a relevant degree and teaching qualification. The post involves teaching the English curriculum to pupils who are within the French educational system. Classes take place on Tuesday afternoons at the Lycée. Team spirit necessary as teachers work as a team. Induction & training are offered. 2. Part-time teacher of Secondary-level history-geography Candididates for the post need to be mother-tongue English speakers. They should have a relevant degree in history or geography and also a strong interest in the other subject. They should have a relevant teaching qualification and be confident classroom practioners. For more information on either of these posts please contact the school office on 04.50.40.82...

  5. Vocational Teachers and Professionalism

    DEFF Research Database (Denmark)

    Andreasen, Karen Egedal; Duch, Henriette

    as other contextual factors. Our concern is adult vocational teachers attending a pedagogical course and teaching at vocational colleges. The aim of the paper is to discuss different models and develop a model concerning teachers at vocational colleges based on empirical data in a specific context......, vocational teacher-training course in Denmark. By offering a basis and concepts for analysis of practice such model is meant to support the development of vocational teachers’ professionalism at courses and in organizational contexts in general....

  6. Memories of a Fledgling Teacher: A Beginning Teacher's Autobiography

    Science.gov (United States)

    Fottland, Helg

    2004-01-01

    By evoking the concept of memory pictures, the author recalls her early years as a teacher. Rather than calling herself a beginning teacher, she characterizes herself as a fledgling teacher to capture the insecurity associated with the first years of teaching. This experience is narrated through five memory pictures: (1) the new school's many…

  7. Defining Teacher Leadership: Affirming the Teacher Leader Model Standards

    Science.gov (United States)

    Cosenza, Michael N.

    2015-01-01

    Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and the professionalization of teachers (Boles & Troen, 1994; Dozier, 2007; Greenlee, 2007; Lieberman, 1987; Smith, 1999). Teachers need to be given opportunities to leave the isolation of their…

  8. Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

    Science.gov (United States)

    Klapwijk, Nanda M.

    2012-01-01

    I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that…

  9. Teachers perception of school

    African Journals Online (AJOL)

    User

    This paper is part of MA thesis in which primary school teachers' perceptions of was explored. The study was ... of relevance, management, and result in enhancement of students learning, and obstructions. ...... Professional Ethics, Counseling.

  10. Using Lesson Study to Support the Teaching of Early Number Concepts: Examining the Development of Prospective Teachers' Specialized Content Knowledge

    Science.gov (United States)

    Leavy, Aisling; Hourigan, Mairead

    2018-01-01

    Growing awareness of the importance of education in the early years has led professional organizations and policy makers to consider the effectiveness of mathematics education for young children. Factors such as educational environments, early years curricula and teacher education are some of the many aspects that have been examined. This paper…

  11. Second-Career Science Teachers' Classroom Conceptions of Science and Engineering Practices Examined through the Lens of Their Professional Histories

    Science.gov (United States)

    Antink-Meyer, Allison; Brown, Ryan A.

    2017-01-01

    Science standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards' emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers' personal histories with the latter and examined…

  12. The Emerging Professional: An Investigation into Teacher Education Students' Developing Conceptions of the Relationship between Theory and Classroom Practice before, during and after a Postgraduate Teaching Programme

    Science.gov (United States)

    Knight, Rupert

    2012-01-01

    The role of theory in educational practice has long been seen as problematic (Pring 2004) and within initial teacher education (ITE) specifically, various models linking the two have been proposed (Korthagen 2010). In England, ITE is currently in a state of flux, with the majority of university-based postgraduate programmes operating partly at…

  13. Learning within Context: Exploring Lesson Study as an Aid in Enhancing Teachers' Implementations, Conceptions, and Perceptions of the Mathematics Teaching Practices

    Science.gov (United States)

    Prince, Kyle

    2016-01-01

    With traditional teaching methods pervasive in the U.S., it is crucial that mathematics teacher educators and professional development leaders understand what methods result in authentic changes in classroom instruction. Lesson study presents a promising approach to developing reform-oriented instruction, as it is situated within the classroom,…

  14. Middle School Science and Mathematics Teachers' Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction

    Science.gov (United States)

    Wong, Sissy S.; Firestone, Jonah B.; Ronduen, Lionnel G.; Bang, EunJin

    2016-01-01

    Science, Technology, Engineering, and Mathematics (STEM) education has become one of the main priorities in the United States. Science education communities and researchers advocate for integration of STEM disciplines throughout the teaching curriculum. This requires teacher knowledge in STEM disciplines, as well as competence in scientific…

  15. Teaching GUI-Programming Concepts to Prospective K12 ICT Teachers: MIT App Inventor as an Alternative to Text-Based Languages

    Science.gov (United States)

    Mihci, Can; Ozdener Donmez, Nesrin

    2017-01-01

    The purpose of this research is to investigate the short and long-term effects of using GUI-oriented visual Blocks-Based Programming languages (BBL) as a 2nd tier tool when teaching programming to prospective K12 ICT teachers. In a mixed-method approach, the effect on academic success as well as the impact on professional opinions and preferences…

  16. El docente de lenguas extranjeras: una aproximación a concepciones pedagógicas no integradas The teacher of foreign languages: an approach to non integrated pedagogical conceptions

    Directory of Open Access Journals (Sweden)

    Nilda Venticinque

    2006-12-01

    Full Text Available En la mayoría de nuestras universidades nacionales, los cursos de idioma apuntan al desarrollo de una competencia lectora de textos de la especialidad en lengua extranjera. El conocimiento del léxico por parte de los alumnos se convierte en una dificultad para la comprensión. En la medida en que las actividades áulicas pueden contribuir involuntariamente a una reificación del léxico, la segunda parte de la investigación se centró en el docente para indagar sus concepciones en cuanto a la enseñanza y aprendizaje del léxico. Se aplicó un cuestionario a 60 profesores de lenguas extranjeras, divididos según el idioma inglés y francés. Los resultados revelan una falta de integración de las concepciones docentes sobre la lengua, la enseñanza y el aprendizaje.In most of our national universities, the language courses aim at the development of reading comprehension of the specialty, in foreign language. The knowledge of the lexicon on the part of the students becomes a difficulty for understanding. In the measurement in which the class activities may contribute involuntarily to a reificación of the lexicon, the second part of the research was centered in teachers to identify theirs conceptions about teaching and learning the lexicon. A questionnaire to 60 teachers in foreign languages was applied, divided according to English or French language. The results reveal a lack of integration of teacher's conceptions on language, teaching and learning.

  17. Empowerment: a Concept Analysis

    OpenAIRE

    Febriana, Dara

    2011-01-01

    This paper conceptually analyzed the concept of empowerment using the strategies of Walker & Avant (2005) the objective is to clarify the meaning of the concept and to clearly identify empowerment characteristic that will provide consistent definition for practice and future research. Empowerment is defined and examined using relevant resources of literatures and selected empirical referents that described empowerment as a complex and multidimensional concept. Within nursing context empowerme...

  18. 教师信息化教学领导力:概念、内涵与调查分析%On the Teachers'Informatization Instructional Leadership:Conception, Connotation, Investigation and Analysis

    Institute of Scientific and Technical Information of China (English)

    孙祯祥; 刘小翠

    2015-01-01

    promoting the school informationization development and so on .So the teachers'informatization instructional leadership arises at the historic moment , and on the in-depth research is particularly important .On the basis of researching the devel-opment and changes of teachers'instructional leadership under the background of education informatization , this paper will put forward the concept, basic structure and theory model of the teachers 'informatization instructional leadership , investigate the present situation of the teachers'informatization instructional leadership according to the theory model , and finally put forward the corresponding promotion strategies,with a view to initiate and to promote the development of the informationization background of teachers 'instructional leader-ship theory and practice .

  19. Why relevance theory is relevant for lexicography

    DEFF Research Database (Denmark)

    Bothma, Theo; Tarp, Sven

    2014-01-01

    This article starts by providing a brief summary of relevance theory in information science in relation to the function theory of lexicography, explaining the different types of relevance, viz. objective system relevance and the subjective types of relevance, i.e. topical, cognitive, situational...... that is very important for lexicography as well as for information science, viz. functional relevance. Since all lexicographic work is ultimately aimed at satisfying users’ information needs, the article then discusses why the lexicographer should take note of all these types of relevance when planning a new...... dictionary project, identifying new tasks and responsibilities of the modern lexicographer. The article furthermore discusses how relevance theory impacts on teaching dictionary culture and reference skills. By integrating insights from lexicography and information science, the article contributes to new...

  20. Exploring Educational Quality and Relevance through Integrating ...

    African Journals Online (AJOL)

    Exploring Educational Quality and Relevance through Integrating Environmental and Social Issues in Science Education. ... However, the new contextualised concept of learning and teaching was applied only to one of them. A post-test was ...

  1. The Call to Teach and Teacher Hopefulness

    Science.gov (United States)

    Bullough, Robert V., Jr.; Hall-Kenyon, Kendra M.

    2011-01-01

    The purpose of this paper is to explore teacher motivation and well-being. Our analysis focuses on two central concepts, the notion of a "calling to teach" and of teacher "hopefulness." Data from 205 preservice and inservice teachers were collected to determine teachers' sense of calling and level of hope. Results indicate that overwhelmingly,…

  2. Passage relevance models for genomics search

    Directory of Open Access Journals (Sweden)

    Frieder Ophir

    2009-03-01

    Full Text Available Abstract We present a passage relevance model for integrating syntactic and semantic evidence of biomedical concepts and topics using a probabilistic graphical model. Component models of topics, concepts, terms, and document are represented as potential functions within a Markov Random Field. The probability of a passage being relevant to a biologist's information need is represented as the joint distribution across all potential functions. Relevance model feedback of top ranked passages is used to improve distributional estimates of query concepts and topics in context, and a dimensional indexing strategy is used for efficient aggregation of concept and term statistics. By integrating multiple sources of evidence including dependencies between topics, concepts, and terms, we seek to improve genomics literature passage retrieval precision. Using this model, we are able to demonstrate statistically significant improvements in retrieval precision using a large genomics literature corpus.

  3. Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

    Science.gov (United States)

    Khosa, Deep K; Volet, Simone E; Bolton, John R

    2014-01-01

    The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

  4. The Improved Relevance Voxel Machine

    DEFF Research Database (Denmark)

    Ganz, Melanie; Sabuncu, Mert; Van Leemput, Koen

    The concept of sparse Bayesian learning has received much attention in the machine learning literature as a means of achieving parsimonious representations of features used in regression and classification. It is an important family of algorithms for sparse signal recovery and compressed sensing....... Hence in its current form it is reminiscent of a greedy forward feature selection algorithm. In this report, we aim to solve the problems of the original RVoxM algorithm in the spirit of [7] (FastRVM).We call the new algorithm Improved Relevance Voxel Machine (IRVoxM). Our contributions...... and enables basis selection from overcomplete dictionaries. One of the trailblazers of Bayesian learning is MacKay who already worked on the topic in his PhD thesis in 1992 [1]. Later on Tipping and Bishop developed the concept of sparse Bayesian learning [2, 3] and Tipping published the Relevance Vector...

  5. Developing the Concept of Metalearning

    Science.gov (United States)

    Jackson, Norman

    2004-01-01

    The idea of metalearning was originally used by John Biggs (1985) to describe the state of 'being aware of and taking control of one's own learning'. This paper explores the concept through collaborative enquiry involving researchers and higher education teachers. An evolved conception is proposed in which metalearning is a subconcept within…

  6. The relevance of cosmopolitanism for moral education

    NARCIS (Netherlands)

    Merry, M.S.; de Ruyter, D.J.

    2011-01-01

    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends-in-themselves. We argue that

  7. The Relevance of Cosmopolitanism for Moral Education

    Science.gov (United States)

    Merry, Michael S.; de Ruyter, Doret J.

    2011-01-01

    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends-in-themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken…

  8. Deep learning relevance

    DEFF Research Database (Denmark)

    Lioma, Christina; Larsen, Birger; Petersen, Casper

    2016-01-01

    train a Recurrent Neural Network (RNN) on existing relevant information to that query. We then use the RNN to "deep learn" a single, synthetic, and we assume, relevant document for that query. We design a crowdsourcing experiment to assess how relevant the "deep learned" document is, compared...... to existing relevant documents. Users are shown a query and four wordclouds (of three existing relevant documents and our deep learned synthetic document). The synthetic document is ranked on average most relevant of all....

  9. Kierkegaard's concepts: Hypocrisy

    DEFF Research Database (Denmark)

    Fauth Hansen, Thomas Martin

    2014-01-01

    Kierkegaard’s Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard’s writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development...... of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard’s thought. Concepts have been selected on the basis of their importance for Kierkegaard’s contributions to philosophy, theology, the social sciences, literature and aesthetics, thereby making...... this volume an ideal reference work for students and scholars in a wide range of disciplines....

  10. Conflict or convergence ? Perceptions of teachers and students about ethics in the use of animals in Zoology teaching

    Directory of Open Access Journals (Sweden)

    Kênio E. C. Lima

    2008-12-01

    Full Text Available The use of animals in practical classes in university courses requires a bioethical approach so that zoological concepts are constructed along humanistic criteria. This is particularly relevant in Science teaching courses, since the approach will reflect in the graduates will teach in elementary levels. This work aimed to investigate the conceptions of teachers and undergraduate students from courses of Biological Sciences about the use of animals in didactic situations. Questionnaires were applied to students and teachers, regarding topics such as collection and killing of animals, alternative resources and guidelines for bioethical procedure. We noticed convergence and conflict among the perceptions and attitudes from teachers and students. Some of them agree with the replacement of animals for alternative resources, although orientations about the legal framework related to the topic are neglected. We propose an in-depth discussion about a multidisciplinary insertion of animal bioethics in the education of Biology teachers

  11. Epistemologies, beliefs and conceptions of mathematics teaching and learning : the theory, and what is manifested in mathematics teacher's practices in England, France and Germany

    NARCIS (Netherlands)

    Pepin, B.; Hudson, B.; Buchberger, F.; Kansanen, P.

    1999-01-01

    This paper firstly explores the issues raised in the literature concerning epistemologies, beliefs and conceptions of mathematics and its teaching and learning. Secondly, it analyses the ways in which mathematics teachers’ classroom practices in England, France and Germany reflect teachers’ beliefs

  12. Educational Research in the United States: A Survey of Pre-K-12 Teachers' Perceptions Regarding the Purpose, Conceptions, Use, Impact, and Dissemination

    Science.gov (United States)

    Mahoney, Shawn

    2013-01-01

    The purpose of this survey study was to collect data from pre-K-12 educators in the U.S. regarding their perceptions of the purpose, conceptions, use, impact, and results of educational research. The survey tool was based on existing questionnaires and case studies in the literature, as well as newly developed items. 3,908 educators in a database…

  13. THE COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS

    Directory of Open Access Journals (Sweden)

    Pakhomova Irina Yurevna

    2013-04-01

    Full Text Available This article describes the concept of "communicative competence of future teachers," describes the essential characteristics and features of pedagogical communication. Objective: To define the notion of "communicative competence of future teachers' Methodology of work: competence approach. Scope of the results: the preparation of future teachers at the Pedagogical University. Results: This article describes the concept of "communicative competence of future teachers," describes the essential characteristics and features of pedagogical communication.

  14. Tomorrow's engineers through teacher/student programs at Penn State

    International Nuclear Information System (INIS)

    Davidson, C.

    1992-01-01

    Interest in math and science increases when the problems and topics are current and socially relevant. A course that integrates various sciences requires a solid foundation in mathematics and an understanding that real life consists of an interaction of the basic sciences. One topical area that requires the understanding of math and science and affects our society is radiation. Although nuclear issues are prevalent in the news, very few secondary science educators receive much formal training in radiation and nuclear science. A strong push for educational programs on this topic by the U.S. Atomic Energy Commission and state departments of education began in the late 1960s and early 1970s. Through this effort, Pennsylvania State University (Penn State) developed the Nuclear Concepts Institute for secondary science teachers and has continued its involvement with educational programs in nuclear science for teachers and students. From discussions with teachers and students along with formal and informal surveys, the programs have had a positive impact on teachers' interest in learning more about nuclear science and on students' choices to enter nuclear engineering or a related field. The paper discusses the Nuclear Concepts Program; formation of the American Nuclear Science Teachers Association (ANSTA); ANSTA projects; other Penn State educational programs; and impact of education programs

  15. Correlational Study between Teacher Perceived High School Principal Leadership Style and Teacher Self-Efficacy

    Science.gov (United States)

    Riggs, Robert

    2017-01-01

    This quantitative correlational study addressed the concept that teacher-perceived high school principal leadership style correlated with teacher self-efficacy. A relationship existed between teacher self-efficacy and student outcomes and research indicated a relationship between leadership style and teacher self-efficacy. Also, the effect of…

  16. Teacher Leaders' Work with Peers in a Quasi-Formal Teacher Leadership Model

    Science.gov (United States)

    Supovitz, Jonathan A.

    2018-01-01

    Building on evolving conceptions of teacher leadership in the literature, this article argues that an integration of both positional and empowering elements of teacher leadership are the seeds of an evolved approach to teacher leadership for instructional improvement. Using data from a study of quasi-formal teacher leadership, the research…

  17. The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

    Science.gov (United States)

    Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

    2014-01-01

    This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

  18. Vocational teacher career planning : needs and problems

    OpenAIRE

    Sajienė, Laima

    2009-01-01

    The article analyses a contradiction between vocational teacher ability to plan his/her career and requirements for the teacher professional development set by the system of education. It aims at providing theoretical and empirical justification for vocational teacher need to develop career planning skills and identify problems. The concept and objectives of vocational teacher career planning as well as career planning skills that vocational teachers should develop are defined in the article.

  19. Reading strategy instruction and teacher change: implications for teacher training

    Directory of Open Access Journals (Sweden)

    Nanda M Klapwijk

    2012-01-01

    Full Text Available I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

  20. Concepts of classical optics

    CERN Document Server

    Strong, John

    1958-01-01

    An intermediate course in optics, this volume explores both experimental and theoretical concepts, offering practical knowledge of geometrical optics that will enhance students' comprehension of any relevant applied science. Its exposition of the concepts of classical optics is presented with a minimum of mathematical detail but presumes some knowledge of calculus, vectors, and complex numbers.Subjects include light as wave motion; superposition of wave motions; electromagnetic waves; interaction of light and matter; velocities and scattering of light; polarized light and dielectric boundarie