Review of Science Mathematics and ICT Education最新文献_第8页

Ambiguities in representing the concept of energy: a semiotic approach 表征能量概念的歧义:符号学方法

Review of Science Mathematics and ICT Education Pub Date : 2015-03-18 DOI: 10.26220/REV.2244

Damien Givry, P. Pantidos

引用次数: 9

The contribution of history and philosophy to the conceptual approach of Physics. Old and new puzzles 历史和哲学对物理学概念方法的贡献。新旧拼图

Review of Science Mathematics and ICT Education Pub Date : 2015-03-18 DOI: 10.26220/REV.2241

E. Vitoratos, S. Sakkopoulos

引用次数: 3

Usage des technologies en mathématiques à l'école maternelle : le travail documentaire des enseignants 技术在幼儿园数学中的应用:教师的文献工作

Review of Science Mathematics and ICT Education Pub Date : 2014-07-19 DOI: 10.26220/REV.2173

S. Besnier, Laetitia Bueno-Ravel

引用次数: 0

10-11 year old pupils’ self-regulated learning and problem solving skills 10-11岁小学生自主学习和解决问题的能力

Review of Science Mathematics and ICT Education Pub Date : 2014-07-19 DOI: 10.26220/REV.2175

I. Zsoldos-Marchiș

引用次数: 3

Pedagogy of research and questioning the world: teaching through research and study paths (rsp) in secondary school 研究和质疑世界的教育学:通过研究和学习路径(rsp)在中学教学

Review of Science Mathematics and ICT Education Pub Date : 2014-07-19 DOI: 10.26220/REV.2174

María Rita Otero, Viviana Carolina Llanos, Verónica Parra, Patricia Sureda

引用次数: 6

How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology 探究式科学教育模式如何在幼儿园运作:以生物学为例

Review of Science Mathematics and ICT Education Pub Date : 2013-12-23 DOI: 10.26220/REV.2044

Marida Ergazaki, Vassiliki Zogza

{"title":"How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology","authors":"Marida Ergazaki, Vassiliki Zogza","doi":"10.26220/REV.2044","DOIUrl":"https://doi.org/10.26220/REV.2044","url":null,"abstract":"This paper reports on seven case studies that were carried out in the context of the “Fibonacci” project and have to do with implementing inquiry-based didactic sequences of biology in kindergarten classes. The aim is to shed light on the teaching and learning practices that may be activated in a non-traditional educational setting such as the one of IBSE and the extent to which they actually are. The classes that took part were run by teachers who received IBSE-training as members of the local “Fibonacci” network. These classes were observed by us with the “IBSE diagnostic tool” that has been developed in the context of the project. The analysis of our data shows that the participating teachers were successful in activating most of the teaching practices that are required for building on children’s ideas, some of those required for supporting children’s investigations and all of those required for prompting children to communicate their ideas. On the contrary, teachers appeared to have significant difficulties in activating the teaching practices that have to do with the crucial phase of conclusions. Finally, children showed difficulties in the phases of investigation and conclusions - particularly in learning practices such as making/testing predictions or interpreting results - that haven’t been adequately prompted by the teachers.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Inquiry-based learning in science and mathematics 科学和数学探究性学习

Review of Science Mathematics and ICT Education Pub Date : 2013-12-23 DOI: 10.26220/REV.2042

W. Harlen

引用次数: 52

Caractéristiques d’un enseignement des sciences fondé sur l’investigation et évaluation de dispositifs d’accompagnement des enseignants 以调查和评价为基础的科学教学的特点

Review of Science Mathematics and ICT Education Pub Date : 2013-12-23 DOI: 10.26220/REV.2041

Monique Delclaux, É. Saltiel

引用次数: 1

Inquiry-Based Science Education: Theory and praxis 探究性科学教育:理论与实践

Review of Science Mathematics and ICT Education Pub Date : 2013-12-23 DOI: 10.26220/REV.2073

Vassiliki Zogza, Marida Ergazaki

{"title":"Inquiry-Based Science Education: Theory and praxis","authors":"Vassiliki Zogza, Marida Ergazaki","doi":"10.26220/REV.2073","DOIUrl":"https://doi.org/10.26220/REV.2073","url":null,"abstract":"Inquiry as a process of constructing knowledge about the physical and biological world is an integral part of science and it has also been introduced in science education a long time ago. In fact, it was thought that students’ engagement in a knowledgepursuing process similar to the scientific one, would be beneficial for their learning. In the past, prominent pedagogues, like Dewey for instance (1997), argued for instructional approaches that are based on experiences and reflective thinking and trigger students’ interest. These suggestions were linked to constructivist theories of learning (Bruner, 1961; Ausubel, Novak & Hanesian, 1978) and gave rise to a model of instruction that was called the “learning cycle” (Heiss, Obourn & Hoffman, 1950, in Bybee et al., 2006). The “learning cycle” starts with the phase of “exploration” and gradually proceeds to the phases of “getting experience”, “organizing learning” and “applying new knowledge”. This model does not seem to take into account the possible contribution of peer interactions to individual learning. In fact, it was not until later that social constructivism (Vygotsky, 1978; Driver et al., 1994) influenced the notion of inquiry instruction. A large amount of research has been concerned with the effect of inquiry teaching in the form of “learning cycle” and suggests that this may be promising. In other words, inquiry teaching has been shown to result in better science learning and higher achievement, improved reasoning ability, and more positive attitudes towards science and science learning (Lawson, 1995; Lawson, Abraham & Renner, 1989).","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Teaching mathematics and science in early childhood: prospective kindergarten and primary school teachers’ beliefs 幼儿数学与科学教学:未来幼儿园与小学教师的信念

Review of Science Mathematics and ICT Education Pub Date : 2013-11-30 DOI: 10.26220/REV.2072

Despoina Desli, A. Dimitriou

引用次数: 4