Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching
Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching
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DOI：
10.1080/09500693.2014.975168
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发表时间：
2015-01
影响因子：
2.3
通讯作者：
C. Howe;S. Ilie;Paula Guardia;R. Hofmann;N. Mercer;F. Riga
中科院分区：
文献类型：
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作者：
C. Howe;S. Ilie;Paula Guardia;R. Hofmann;N. Mercer;F. Riga
为了回应对学生在科学和数学方面的成就和参与的持续关注，epiSTEMe项目采取了一种新颖的方法来教学这两个学科。该项目利用研究文献中确定的有效原则（并以以前没有尝试过的方式将这些原则结合起来），为英国早期中学教学开发了主题模块，安排在课堂上实施，并评估了结果。本文报道了epiSTEMe科学模块之一的开发，实施和评估。该模块名为力和比例关系，涵盖了力领域的标准课程材料，同时特别关注许多关键结构的比例性质。这是与一小群教师合作制定的;随后在16个教室实施，所有情况下都涉及中学一年级的学生;并通过与13个对照教室的一年级学生进行比较进行评估，这些学生正在使用既定方法学习这一主题。评价涉及主题掌握和对主题的意见以及教学方式。虽然在得出明确的结论之前还需要进一步的研究，但与主题掌握相关的结果为episTEMe方法提供了乐观的理由。此外，学生对该模块的意见是积极的。
In response to continuing concerns about student attainment and participation in science and mathematics, the epiSTEMe project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This paper reports the development, implementation, and evaluation of one of the epiSTEMe science modules. Entitled Forces and Proportional Relations, the module covers standard curricular material in the domain of forces, while paying particular attention to the proportional nature of many key constructs. It was developed in collaboration with a small group of teachers; implemented subsequently in 16 classrooms, in all cases involving students from the first year of secondary school; and evaluated through comparison with first-year students in 13 control classrooms who were studying the topic using established methods. Evaluation addressed topic mastery and opinions about the topic and the manner in which it was taught. While further research is required before definite conclusions are warranted, results relating to topic mastery provide grounds for optimism about the epiSTEMe approach. Furthermore, student opinions about the module were positive.