Search results for "Teacher"

How are the Concepts and Theories of Acid–Base Reactions Presented? Chemistry in Textbooks and as Presented by Teachers

2005

This paper investigates the views of science and scientific activity that can be found in chemistry textbooks and heard from teachers when acid–base reactions are introduced to grade 12 and university chemistry students. First, the main macroscopic and microscopic conceptual models are developed. Second, we attempt to show how the existence of views of science in textbooks and of chemistry teachers contributes to an impoverished image of chemistry. A varied design has been elaborated to analyse some epistemological deficiencies in teaching acid–base reactions. Textbooks have been analysed and teachers have been interviewed. The results obtained show that the teaching process does not emphas…

Higher education teachers' descriptions of their own learning : large scale study of Finnish Universities of Applied Sciences

2016

In this large-scale study, higher education teachers’ descriptions of their own learning were examined with qualitative analysis involving application of principles of phenomenographic research. This study is unique: it is unusual to use large-scale data in qualitative studies. The data were collected through an e-mail survey sent to 5960 teachers at universities of applied sciences in Finland. The number of respondents was 1622. Four hierarchically structured categories of learning were found: individual learning, collegial learning, team learning and innovative partnership learning. The role of teachers in higher education demands innovative partnership learning: being active at the socie…

El avance de las actitudes críticas entre el profesorado durante el tardofranquismo : el caso valenciano

2016

En este texto pretendemos reflexionar sobre el avance de las actitudes sociales críticas entre el profesorado durante la última etapa de dictadura franquista. Particularmente, a partir de un análisis de testimonios, informes políticos y bibliografía centrado en Valencia, analizaremos diversas dimensiones de este fenómeno, escasamente integrado en el debate sobre las actitudes sociales durante el franquismo. Así, destacamos su notable extensión y su importante influencia en la concienciación crítica de los estudiantes y la dinamización sociopolítica de los barrios y pueblos del tardofranquismo. En aquest text pretenem reflexionar sobre l'avenç de les actituds socials crítiques entre el profe…

Notes on Elia Ovazza, professor of TMM in Palermo since the end of 19-th century

2013

In this lecture the figure of Elia Ovazza, professor of TMM in Palermo since the end of 19-th century, is presented with a valuable legacy as referring to his activity in teaching, research, design and technology transfer with short biographical notes

Narrativas nacionais e competência histórica na formação inicial de professores primários espanhóis

2017

Neste trabalho, foram analisadas as competências de pensamento histórico e a presença de características de narrativa nacional entre 283 estudantes espanhóis do Grau de Licenciatura em Ensino Primário de Murcia e de Valência. Examinaram-se os seus relatos históricos sobre a expansão cristã na Península Ibérica em território muçulmano durante a Idade Média. Utilizaram-se métodos qualitativos para identificar os níveis de complexidade da exposição a partir de conhecimentos substantivos e conceitos metodológicos, e uma avaliação quantitativa para relacionar esses níveis de complexidade com os níveis cognitivos e narrativos, através da taxonomia SOLO. Também se avaliou em que medida se represen…

Exploring individual differences among teachers' ICT acceptance: A path model and role of experience

2019

This research tested a path model in which constructive beliefs, components of the technological acceptance model, and perceived enjoyment directly and indirectly predicted information and communication technology (ICT) integration into educational practices. We analyzed whether experience played a moderating role in this nomological network of associations. The sample comprised 374 Italian teachers (Mage = 38.69, SD = 5.30, F = 198) divided into two groups: the first with 20 or fewer years of teaching experience and the second with 21 or more years. They completed a questionnaire comprising a socioanagraphic section and the following scales: the Teacher’s Beliefs, the Intrinsic Motivation,…

The Model of Teacher’s Tolerant Behaviour as the Means for the Humanization of the Pedagogical Process

2015

Humanization is the key educational strategy in a democratic society. According to the principles of the Council of Europe, the mission of education is to help everyone to develop his/ her individual potential and become a citizen of the European Community, to understand interconnectedness with Europe and the rest of the world. In accordance with the concept of common European culture, young people have to be able to understand the contemporary world and adapt to constant changes, work actively and creatively, continue learning, explore problems, cooperate and perfect themselves (Ross,2006). Scholars agree that the humanization of education is a necessary precondition in order to educate an…

Reflections on the Schoolscape : Teachers on Linguistic Diversity in Hungary and Finland

2018

Investigating Teacher Pedagogical Content Knowledge Of Scientific Inquiry

2014

This paper analyses the scientific inquiry in the context of modelling physical systems and point out some related teaching/learning strategies. Two relevant points are also discussed: i)- the different representations of scientific inquiry held by a sample of secondary school physics teachers and their competencies in conducting investigations aimed at solving scientific problems; ii)- what kind of supports can be supplied to teachers in order to modify their misconceptions about scientific inquiry and develop adequate competences related to Pedagogical Content Knowledge of Scientific Inquiry. The topic will be analysed in the light of some preliminary results of a course for in-service ph…

Open Inquiry based learning experiences to understand the Nature of Science

2014

In this paper we address the question of the efficacy of an inquiry-based learning approach, with different levels of teacher’s guidance, to introduce the students to fundamental aspects of the Nature of Science (NoS). Explicit pedagogical approaches, in which specific instruction on the topic of NoS is provided in addition to the engagement in scientific inquiry, are generally considered more effective with respect to implicit methods, where NoS conceptions are expected to develop as a natural consequence of inquiry-based learning experiences alone. In our study, we further explore the connections between scientific inquiry and implicit development of NoS conceptions, by investigating the …