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Field-Based collaboration and cooperation: Vehicles for effective preparation of preservice science teachers
... Despite the many benefits of scientific research cooperation, there have been many problems with the deepening of scientific research cooperation. Existing research on scientific research cooperation points out that common problems in scientific research cooperation include unsatisfactory expected returns (Mason, 1989), cultural language barriers (Cohen, 2001), spatial distance barriers (Zeng et al., 2019), scientific research partners, the risk of betrayal of uneven strength (Zhao and Liao, 2013), the unequal opportunities for men and women in scientific research cooperation (Bozeman and Gaughan, 2011), the identification of internal groups, the exclusion of external groups in scientific research cooperation (Eaton et al., 2011), and so on. This article is based on the perspective of evolutionary psychology; therefore, the issue of scientific research cooperation caused by individual psychological motives is taken as an example to explore the psychological mechanism and corresponding solutions of cooperators. ...
Scientific research cooperation has become a mainstream trend of social development. It can promote resource sharing, help group members complement each other’s advantages, and improve scientific research efficiency. With the deepening of scientific research cooperation, there have also been problems such as the uneven strength of partners, gender discrimination, and group exclusionary behavior. People often explore the causes of these problems in terms of the process of scientific research cooperation, but doing so fails to solve the substantive problems effectively. We thus seek to trace the psychology of people participating in scientific research cooperation from the perspective of evolutionary psychology so as to analyze the root causes of scientific research cooperation problems. This paper first discusses the importance of scientific research cooperation, then enumerates common problems in scientific research cooperation, analyzes them from the perspective of evolutionary psychology, and proposes solutions to these problems from the perspective of regulating people’s psychology. This article illustrates how the many perspectives and theories of evolutionary psychology can solve problems in other disciplines and fields, and indeed that all human social activities can be explained by evolutionary psychology, which opens up a broader field of research for evolutionary psychology.
... Sometimes this takes the form of the teacher being teamed with a scientist, to work on the teaching of a lesson (Anderson, 1993;Wier, 1991). This can take place in preservice settings, as an element of student teaching for prospective teachers (Doster, Jackson, & Smith, 1997;Mason, 1989). Most often, this takes the form of short laboratory internships or summer employment (Haakonsen et al., 1993;NRC, 1996b;Sussman, 1993), sometimes with follow-on contact during the ensuing year; the ISIS program described by Haakonsen et al. (1993) involves the teachers in 2-year cohorts, with many scientists circulating through the program over the course of this period. ...
Partnerships of teachers with scientists are thought to be important for many aspects of science education reform, but it is not always clear how to make such partnerships productive. Between 1994 and 1997, high school teachers were partnered with scientists, to design yearlong ecological research projects in which the teachers were learning for their own sake, rather than to create new curriculum. In these partnerships the relationships with the scientists took many forms. We found that negotiations around five dimensions seemed particularly important: (1) Whose question was being investigated? (2) Was the focus primarily on data collection or data analysis? (3) Was the research based on the ecologist's area of expertise, or the teachers' interest? (4) Was the focus primarily on the teachers' learning on their students' classroom learning? (5) Was the research intended for an external audience, or primarily for the teachers' own benefit? Three case studies are presented, showing how these dimensions shaped the negotiations of more successful and less successful collaborations. Implications for inquiry-based pedagogy, and cultural issues arising in scientist-teacher collaborations, are discussed. © 2006 Wiley Periodicals, Inc. Sci Ed, 90:734–761, 2006
Campus debates about the relative virtues of generic and subject-specific approaches to teacher education are not uncommon. In such cases, as was recently the case at Oregon State University, faculty favoring subject-specific approaches framed their arguments in terms of logical and intuitive appeals, as opposed to appealing to the research literature. In the midst of these debates, it became clear that a bibliography of research and theory related to subject-specific pedagogy (e.g, pedagogical content knowledge) did not exist in any central location—hence, the purpose of this bibliography. In an effort to be as humble as possible, the bibliography is entitled “A Partial List” of the literature. Nevertheless, what is presented is assumed to be a fairly comprehensive listing of what has been published. Please feel free to communicate any additional references, as well as the results of the debates in which you may be currently involved.
This ethnographic research examined two out-of-school science practica where preservice elementary teachers learned to teach
science. We wondered what teachers learned about science and teaching science, how their sense of themselves as science teachers
changed, and how such settings might contribute to reform in science education to promote greater scientific literacy. Preservice
teachers had positive experiences; found the practica non-threatening; learned hands-on, inquiry-based teaching practices
and some science; and developed confidence in their ability to teach. Practicing teachers from earlier practica carried what
they learned into their classrooms. We explore implications for incorporating such sites in elementary teacher education programs
and suggest further research.
This study is a synthesis of practice and research related to the use of behavior analysis to train science teachers. An idealized model (derived from practice) for training science teachers is presented first. Then research related to the categories of the model is reviewed and synthesized. To do this, all available studies on the topic were classified by the type of treatment used to influence the teaching behaviors. The results were meta-analyzed. The effectiveness of training procedures fell into the following order, from lowest to highest: (1) study of an analysis system and self analysis; (2) observing models; (3) analyzing models; and, (4) practice and analysis with feedback. Science educators are encouraged to use the procedures outlined in the model to train better teachers. These results support the idealized model.
A project designed to foster the full and fair participation of girls in high-school science classes addressed obstacles, both perceived and actual, to equal participation. In order to modify existing classroom techniques and environments, a Teacher Intervention Program was designed. By means of a workshop and periodic personal communications, teachers were sensitized to the importance of a stimulating, gender-free learning environment. In addition, they were presented with a variety of methods and materials which had been shown to encourage girls in science. Twelve teachers, who were selected randomly, taught in diverse communities throughout one Midwestern state. The subjects tested were students in 24 general biology classes taught by the 12 teachers. Although both qualitative and quantitative measures were used during the research, only the quantitative results are discussed in this paper. Using ANOVA's, treatment group by student sex, a comparison of the mean scores was made for all students, as well as for all females and for all males. The results indicated that the experimental group, compared to the control group, had significantly higher mean scores on tests of attitudes toward science, perceptions of science, extracurricular science activities, and interest in a science-related career.
The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science.
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