Buradasınız

Anasayfa » Content

Primary and Secondary School Differences in Thinking about Learning Science

Journal Name:

  • International Journal of Educational Researchers

Publication Year:

  • 2011

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
Samples of teachers and pupils (primary & secondary) in five countries (Czech Republic, Cyprus, France, Ireland, & Slovenia) completed questionnaires concerning dimensions of their thinking about learning science that reflect aspects of the constructivist approach. The dimensions concerned the actual experience of (1) teachers’ and (2) pupils’ and (3) teachers’ desired experience in relation to (1) personal relevance/ learning about the world; (2) uncertainty/ learning about science; (3) critical voice/ learning to speak out; (4) shared control/ learning to learn; and (5) student negotiation/ learning to communicate. There were significant differences between countries in each of these three data sets. Results are discussed in terms of the convergences and divergences between primary and secondary data in each country in each of these three domains for the five variables. The issue is whether science teaching is represented as about memorising or about investigating.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-primary-and-secondary-school-differences-thinking-about-learning-science.pdf
  • 3
92
102
  • English

REFERENCES

References: 

Bauersfeld, H. (1988) Interaction, construction, and knowledge: Alternative perspectives for
mathematics education. In D. A. Grouws & T. J. Cooney (Eds.), Perspectives on research on
effective mathematics teaching. (Vol. 1, pp27-46) Reston, Virginia: NCTM and Lawrence
Erlbaum Associates
Duschl, R.A., & Duncan, R.G. (2009) Beyond the fringe: Building and evaluating scientific
knowledge systems. In S. Tobias & T.M. Duffy (Eds.), Constructivist Instruction: Success or
Failure. (Pp. 311-332). Routledge: London.
European Commission: Directorate-General for Research (2005) Europeans, science and technology.
Special Eurobarometer 224 / Wave 63.1 – TNS Opinion & Social. European Commission,
Europe needs more scientists. 2004, Directorate-General for Research: Brussels. p. 1-215.
Group interuniversitaire projet Sophia : Chypre, France, Irlande, République tchèque, Slovénie (2009)
(Sophie Robert, Hugh Gash, Thomas McCloughlin, Barbara Bajd, Dusan Krnel, Zdenka
Chocholouskova, Michaela Dolenska, &
Nicos Valanides.) (2009) Formation des enseignants : un exemple de recherche-action. Review
Internationale D'Éducation, Sèvres, No 51 septembre, 47-58.
Kirschner P. A., Sweller J. & Clark R. E. (2006) Why minimal guidance during instruction does not
work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and
inquiry-based teaching. Educational Psychologist, 4 (2): 75–86.
Linn, M. C., Davis, E. A., & Bell, P. (Eds.). (2004). Internet environments for science education.
Mahwah, NJ: Lawrence Erlbaum Associates.
Primary and Secondary School Differences in Thinking about Learning Science
The International Journal of Educational Research (IJERs) 101
Linn, M. C., Davis, E. A., & Eylon, B.S. (2004). The scaffolded knowledge integration framework for
instruction. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet environments for science
education (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates.
Linn, M.C., Lee, H.S., Tinker, R., Husic, F. & Chiu , J.L. (2006) Inquiry Learning: Teaching and
Assessing Knowledge Integration in Science. Science 313 (5790) pp. 1049 – 1050.
OECD (2006) Evolution of Student Interest in Science and Technology Studies – Policy Report;
Global Science Forum.
O’Hare, D. (2002) Report of task force on the physical sciences. Dublin: Department of Education and
Science.
National Council for Curriculum and Assessment (Ireland). Retreived March 12 2010 from
http://www.ncca.ie
Rocard,M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henrikson, H., & Hemmo, V. (2007)
Science education now: a renewed pedagogy for the future of Europe. Directorate-General for
Research: Science, Economy and Society, European Commission.
Royal Irish Academy (2009) Making the best of third level science. (2009) Royal Irish Academy.
Retreived January 30, 2010, from http://www.ria.ie
Taylor, P.C., & Fraser, B.J. (1991). Development of an instrument for assessing constructivist learning
environments. Paper presented at the annual meeting of the American Educational Research,
27(4), 293-302.
Taylor, P.C., Fraser, B.J., & White, L.R. (1994) The revised CLES: a questionnaire for educators
interested in the constructivist reform of school science and mathematics. Paper presented at
the annual meeting of the American Educational Research Association, Atlanta, Georgia
(April).
Taylor, P.C., Dawson, V., & Fraser, B.J. (1995) A constructivist perspective on monitoring classroom
learning environments under transformation. Paper presented at the annual meeting of the
National Association for Research on Science Teaching, San Francisco, California (April).
Taylor, P., Fisher, D., & Fraser, B. (1996) A questionnaire for monitoring social constructivist reform
in university teaching. Internet paper, last accessed 4th December 2006, URL:
http://www.herdsa.org.au/confs/1996/taylorp.html
Thyssen, M. (2008) EPP-ED Group. Lisbon Strategy: Partnership for growth and jobs should be
incorporated in Berlin Declaration. [Press Release] 2007 [cited 2008 17 OCT 08]; Available
Hugh Gash, A. & McCloughlin, T. / IJERs 2011, 3(7): 78-88
© Educational Research Association, All rights reserved. 102
from:http://www.epped.
eu/Press/showPR.asp?PRControlDocTypeID=1&PRControlID=5728&PRContentID=1019
3&PRContentLg=en
Tobin, K. (1990) Social constructivist perspectives on the reform of science education. Australian
Science Teachers Journal. 36 (4) pp29-35.
Tobias, S., & Duffy, T. M. (2009) Constructivist Instruction: Success or Failure. Routledge: London.
N. Valanides. (Ed.) (2009) Sophia (128958-CP-1-2006-FR-Comenius-C21-Sophia) Teacher :
Professional Development.Cyprus: University of Cyprus.

Thank you for copying data from http://www.arastirmax.com