PISA und Wilhelm von Humboldt - Litracy-Konzept vs. Allgemeine Menschenbildung (German Edition)

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In the next part of the national reports, we asked the NRCs to focus more specifically on quality-assurance policies and program requirements, as applied to entry into teacher education, the characteristics of the programs that offer teacher education, and the requirements for full entry to the teaching profession. We asked the NRCs to pay particular attention to curricula and field experience requirements. The third part of the national report was devoted to analysis of the financing of teacher education as well as current reform debates in this field. On reviewing the reports, we decided to delete commentary on the costs and financing of teacher education from the reports because the participating countries had generally been unable to submit sufficient data on and analysis of these matters.

We also provided the authors of the country reports with other specific questions as well as additional guidance under all these headings. We furthermore called for clarity about the within-country differences between types of teacher education, between levels of schooling elementary, lower-secondary, upper-secondary , between states or provinces in federal systems, and between public and private institutions.

The initial drafts of the national reports from the NRCs were generally 20 to 30 single- line-spaced pages. We reviewed these and began a detailed editing process, raising questions and making editorial suggestions as the basis for a second version. Throughout the editing process, one of us Lawrence took primary responsibility for the quality- assurance sections while John, with the assistance of Richard Holdgreve-Resendez, worked on the rest. John did the overall editing required to increase consistency of approach and expression throughout the volume.

We then reorganized the edited encyclopedia chapters into three main sections that reflected what we found to be the most important and consistently addressed aspects in the national reports. Each report thus had little or nothing to say about topics its authors considered unimportant or irrelevant to the country in question, and so the country chapters presented in this encyclopedia logically also have little or nothing to say on these matters.

What the encyclopedia does do is bring together a considerable amount of information and insight into teacher education in the TEDS-M countries that would otherwise not be readily available in a single volume. Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Authors and Editors of the TEDS-M National Reports and Encyclopedia Country Chapters Authors The entries under each country are presented according to the order in which the authors are listed at the beginning of their country chapter.

She has been a teacher educator at the University of Botswana since , before which she taught in secondary schools for seven years. Garegae has published on teacher education and classroom practices, and reviews for both national and international journals of education, especially on topics relating to mathematics education. Her research interests include teacher beliefs, ICT, ethnomathematics, and contemporary issues in mathematics education. His experience with teacher education dates back to when he joined Molepolole College of Education as a lecturer in the Department of Mathematics.

In , he was promoted to the position of senior lecturer. Before joining the college, he taught mathematics in various secondary schools in Botswana for several years as well as at Taung College of Education in South Africa for four years. He is a member of the Executive Committee of the Botswana Educational Research Association, where he has served as treasurer.

A Baseline Study with David Dibbon, He holds a Master of Education in measurement and evaluation from the same institution. Jodouin taught science and mathematics at the high school level in Northern Ontario for 18 years before accepting a position as an education officer with the Education Quality and Accountability Office EQAO of the Ontario Ministry of Education. He participated in the development, scoring, and reporting of these assessments. For the past four years, Jodouin has been a consultant on various pan-Canadian assessments and on international assessments involving the participation of several Canadian provinces.

He has also acted as a consultant to the Council of Ministers of Education, Canada. Between and , she was coordinator of Ministry of Education programs concerned with improving teacher quality and with teaching in secondary education and teacher education institutions. She has published journal articles and books on teacher education, educational policy, and gender issues, particularly within developing countries, notably Chile and those in Latin America.

She recently completed research on and developed indicators of professional development focused on helping junior and senior high school teachers teach mathematics. Hsieh was a major author of the last national standardized junior high school mathematics textbook and the chairperson of the first evaluation committee for the junior high school mathematics textbook.

She was also the chairperson of the algebra division of the committee charged with developing the first national curriculum standards for private publishers preparing textbooks for use at the primary and junior high school levels. Lin has authored or co-authored over articles in national and international journals as well as book chapters, and she has lectured and presented at national and international conferences and institutes. She has served on several national commissions, including curriculum advisory committees at national and local levels.

She is the editor of several national journals, such as the Chinese Journal of Science Education. Guoheng Chao is a doctoral student in the mathematics department of National Taiwan Normal University. His research interests focus on preservice teacher education. Her research interests are the language of mathematics and preservice teacher education. She has presented, either as author or co-author, papers at national and international conferences.

Mzhavanadze is also a doctoral student at the School of Education, University of Massachusetts Amherst, Department of Education Policy and Research, where her focus is on international educational policy. Her area of study was international educational policy. Earlier, she gained extensive work experience in nongovernmental organizations, where she was a project manager and trainer of various programs dealing primarily with nonformal education of youngsters.

The projects she helped design and implement included training on the following topics: Her spheres of interest include but are not limited to international educational development, educational policy, and program evaluation, as well as the development and implementation of innovative educational initiatives. For three years, she worked as an invited lecturer within the psychology department of Tbilisi State University. At the same time, she served as a coordinator of the general pedagogy skills group, a new project carried out by her research group. The aim of the group is to prepare a general teaching skills test for Georgian teachers.

This work involves personnel selection, job description creation, performance appraisal, test creation for personnel selection, and the like. His current writing and research endeavors include teacher education research and school research. Sigrid Blomeke is a full professor of general education and instructional research at Humboldt University of Berlin in Germany and Director of the Center for Interdisciplinary Research in Education. Her areas of specialization include empirical research on the effectiveness of teacher education and the measurement of teacher competencies.

She has authored several books and published articles in highly ranked journals on teacher education. She is also a member of several journal editorial boards, and is currently serving on a variety of advisory and professional boards. Nagappan has more than 35 years of professional experience in education. Theory and Practice as well as book chapters and journal articles. His educational qualifications include a BA Honors in history, a Diploma of Education, a MEd in the sociology of education, and a PhD in curriculum management and development.

He has been teaching for more than 30 years. His areas of interest in teaching, research, and consulting include physics education research PER , glass manufacturing, teacher education, and nano-materials. His area of specialization is educational assessment and evaluation. He is currently teaching courses on educational assessment, research methodology, and action research. His research interests include educational assessment, gender differences in academic achievement, and teacher education.

He was previously Deputy Vice-Chancellor for Development at UTM, and before that he held the position of dean or deputy dean within several divisions within the university, namely, the Faculty of Education, the Research Management Center, the School of Professional and Continuing Education, and the Faculty of Science. His areas of interest include mathematics, mathematics education, higher education, and issues relating to quality-based policies. She was also the recipient of a Fulbright visiting scholar award at Stanford University.

Her areas of interest include educational policy and practice, teacher education, multicultural education, principal leadership, instructional supervision, school management, case writing, and qualitative research methods. Malakolunthu has published journal articles, book chapters, research reports, monographs, and a book titled Teacher Learning in Malaysia: Problems and Possibilities of Reform He completed his earlier studies in chemistry and mathematics and received his higher degree in mathematics from the University of Oslo in Breiteig has worked in the area of mathematics in teacher education since She has been involved in various studies of Philippine mathematics and science education, scientific manpower development, educational policy, and gender-based educational achievement and opportunities in Asia.

Brawner has worked on various educational studies in the Philippines and collaborated on crossnational studies involving Philippine participation of mathematics and science as well as information technology in education, with TEDS-M being one of these studies. She is a college lecturer in research and holds a PhD in educational research and evaluation from the University of the Philippines. Ibe is currently Professor Emeritus at the University of the Philippines, where she served as a faculty member in mathematics education for more than four decades.

A multi-awarded mathematics teacher and educator in the Philippines, she has authored books and articles on mathematics and has been widely involved in teacher education in mathematics. He specializes in educational research, institutional analyses, and public policy research. He has published on education, health care, and public administration. Wong has worked as a secondary school mathematics teacher in Malaysia and a mathematics educator at Curtin University of Technology Australia , Murdoch University Australia , and the University of Brunei Darussalam. During the past 20 years, Wong has served on national committees to reform the mathematics curriculum in Malaysia, Brunei Darussalam, and Singapore.

His research covers comparative mathematics curriculum analysis, teacher education, learning strategies in mathematics, and 7 Because of funding difficulties, the Russian Federation was unable to provide a report. Wong is also involved in funded research on student learning in mathematics and use of heuristics in problem solving. He has coauthored several mathematics textbooks for secondary schools. Suat Khoh Lim-Teo holds the following qualifications: Lim-Teo has conducted research on the mathematics pedagogical content knowledge of student-teachers at NIE.

Since the s, she has held various academic appointments and participated extensively in reviews of teacher education programs at NIE. He taught mathematics and physics in secondary schools before becoming a specialist in the education of gifted students at the Ministry of Education. His publication and research interests include the teaching and learning of mathematics at both the primary and secondary school levels. He is a coauthor of the primary mathematics packages Shaping Maths and Maths Works.

Kok Leong Boey began his career as a mathematics teacher at secondary school and junior college levels. He is currently seconded to the National Institute of Education, where he teaches mathematics and mathematics education courses. She taught biology in schools before her appointment at NIE, where she is currently teaching undergraduate, postgraduate, and inservice programs on aspects of educational psychology, educational assessment, and moral development. She has edited and published several science textbooks and practical manuals, as well as peer-reviewed journal articles and book chapters on science teaching and educational psychology.

Dindyal previously taught mathematics at the secondary level and was a lecturer in the Department of Mathematics at the Mauritius Institute of Education. His specific interests are in the areas of geometry and proof, algebraic thinking, teacher education, the mathematics curriculum, and various other aspects of the teaching and learning of mathematics. He also obtained a postgraduate diploma in education in from NIE.

He was a mathematics teacher in a junior college in Singapore for three years, and taught mathematics at the National University of Singapore for two years. His research interest in mathematics is in the area of wavelets. She previously taught mathematics at the primary level. At NIE, she teaches mathematics education courses at preservice and inservice levels. Her specific interests relate to teacher education. She has a doctorate in mathematics and has had a long professional career that embraces both teaching and research. During the last eight years, she was head of her department at the University of Granada.

Both her teaching and research have resulted in books, book chapters, journal articles, conference proceedings, and other documents. Some of her research focuses principally on algebraic and numerical thinking, although she also works in other areas of education, including the performance of mathematics students on external tests, and the cultural status of female mathematicians throughout history.

Her publications focus on teacher education for education professionals and mathematics textbooks for students in basic education. His doctoral thesis in mathematics was devoted to the study of the concepts and beliefs of preservice secondary mathematics teachers during their initial teacher education. He has had a long professional career, encompassing both teaching and research, with his teaching including preuniversity levels. His experience as a teacher and a researcher is reflected in his published books, book chapters, journal articles, and conference proceedings, as well as the conferences he has organized.

His research focuses on teacher education for mathematics teachers and tends to be conducted within the group known as Knowledge and Professional Development of the Mathematics Teachers of the Spanish Society for Research on Mathematical Education. His work also encompasses teaching innovation groups in initial teacher education, and he is an active participant in working groups of mathematics teachers at preuniversity levels. She has studied psychology, pedagogics, and ethnology.

She graduated in social sciences; her thesis focused on gender differences in mathematics. Brandt holds a teaching post at secondary school level as well as a post as a university lecturer in pedagogy at the University of Teacher Education, St Gallen, Switzerland.

Fritz Oser is a professor of education and educational psychology within the Department of Education, University of Fribourg, Switzerland. He received an honorary doctorate degree from the University of Mainz, Germany, in Horst Biedermann is a professor of school education and head of the Center for Teacher Education at the University of Flensburg, Germany. His teaching qualifications in education and psychology cover both primary and upper- secondary schools.

Margit Kopp trained as a secondary and upper-secondary school teacher in mathematics and physics. She gained research experience in mathematics education at the Federal Institute of Technology in Zurich, Switzerland. She trained as a primary-school teacher. Her teaching qualifications also include the upper secondary school education and psychology.

His teaching qualifications encompass the upper secondary school and include education and psychology. He has also worked as a lecturer at the police academy in Eastern Switzerland, and at the Swiss Federal Institute for Vocational Education and Training. His teaching qualifications encompass the upper-secondary school and include education and psychology. He obtained his Bachelor of Education and Master of Education in chemistry from Srinakharinwirot University, Thailand, and his doctoral degree in chemical education from the University of Northern Colorado in the United States. Her current responsibilities involve developing achievement tests and teacher assessment tests in science and mathematics for the basic education level.

Many well-known Thai universities have invited Pativisan to work as a visiting scholar in the areas of mathematical processes, research in mathematics education, curriculum development, and assessment. His research interests focus on the effects of education policy on teaching and learning in the core academic subjects. Youngs is currently serving as principal investigator for a Carnegie Corporation-funded study of new teachers in Michigan and Indiana school districts.

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Her research interests are in teacher labor markets and teacher hiring practices in traditional public and charter schools, the role of person- organization fit in new teacher commitment and retention, and patterns of attrition among traditional public and charter- school teachers.

In , he reached the year mark in his career in international research in education, having started out as a doctoral student in comparative sociology of education at the University of Chicago in Since , and after initial research on France and French education, one of his primary interests has been in crossnational studies of educational achievement, primarily in the areas of civic education and mathematics. In , he was chosen as an honorary member of IEA. Schwille has also worked extensively on international development in education, primarily in Africa, with major projects first in Burundi, then Guinea, and now Tanzania.

At the same time, he has been a college administrator for over 25 years. Ingvarson began his career as a science and mathematics teacher in Western Australia, Scotland, and England. He is internationally known for his research on teacher professional development, teacher quality, teaching and leadership standards, assessment of and compensation for teacher performance, and school improvement and program evaluation. Rackham Graduate School and School of Education. Holdgreve-Resendez has furthermore worked extensively with, and continues to research, the relationship between literacy policy design and teacher literacy knowledge.

He is also involved in international studies of literacy policy and practice. Institutions and governance Under its Ministry of Education, Botswana has six colleges of education; four prepare only primary school teachers and two prepare only secondary school teachers. It has more autonomy than the colleges e. Program-types and credentials Primary-school in Botswana extends from Grades 1 to 7 — longer than in most countries. Teacher education aligns with these school types Exhibit 1. Secondary teachers can be prepared in four program-types: However, as is evident in Exhibit 1. The latter is a concurrent program-type with more demanding entrance requirements than the corresponding program-type at the colleges.

Graduates of this program-type can teach up to Grade 12, whereas the graduates of the college program-type can teach only up to Grade The first year, for example, includes courses in communication and study skills, educational technology, special needs education, two teaching subjects, and teaching practice. At the university, the Bachelor of Secondary Education Science produces teachers of mathematics as well as of science. It is a fulltime, four-year program-type, but students start taking education coursework only in their second year. Overall, this program-type is 70 percent content and 30 percent mathematics education.

The instructor determines course content, and submits a course outline for approval to the department head. Each program-type has different practicum requirements. The colleges of education require two weeks of classroom observation in the first year for primary but not secondary future teachers , 10 weeks of internship field experience in Year 2, and a five-week practicum in Year 3.

At the university, Bachelor of Secondary Education Science students complete seven weeks of teaching practice during both Years 2 and 3. College students are required to complete written assignments, annual examinations, and a final research project. The assessment includes the research project and teaching practice. At the university, the final grade for each course combines continuous assessment and a final examination. Teaching practice is graded pass or fail; there is no external moderation. Teacher education program-types in Botswana 1 2 3 4 5 6 7 8 9 10 11 12 0 1 2 3 4 5 6 0 40 80 Grade span for which teachers are prepared Duration of program-type years Estimated no.

Because the Postgraduate Diploma in Education one-year consecutive program produces very few graduates, it was not included in the TEDS-M target population. The Bachelor of Primary Education at the university was also excluded because of a lack of students. The Bachelor of Education secondary program was not included because it is intended for practicing teachers who have at least two years of teaching experience. These commissions produced the policy documents of and known respectively as the National Policy on Education Republic of Botswana, and the Revised National Policy on Education Republic of Botswana, While the first report emphasized quantitative improvement, especially at primary level, the second one focused on the quality of educational services.

Since independence, Botswana has thus been striving, through diverse means, to provide her citizens with an education comparable to that in much of the world — hence the following manifesto: The Botswana colleges of education of today are the culmination of many decades of national development in Botswana. As a result of Christian and missionary work, schools in what was then Bechuanaland were founded in the 19th century. The national schools at villages such as Kanye, Tlokweng, Serowe, Molepolole, and Mochudi became the backbone of educational development in the country.

Secondary and tertiary education, however, had to be found outside Bechuanaland, especially in South Africa and what was then Rhodesia. A further obstacle to higher education arose when the South African government later restricted admission of foreign black students to its tertiary institutions.

This movement culminated in the establishment of a local university and also led to the founding of the first teacher education colleges at Lobatse and Serowe. Later, Francistown Teacher Training College was established to mount a five-year upgrading of teachers through correspondence work, residential study, and radio-delivered programs Vanqa, This project was funded by the government of Sweden. Preservice and inservice education were strengthened, with emphasis placed on practical subjects such as home economics, wood and metal work, agriculture, and science, an emphasis which reflected the belief that much could be learned from practical as well as from academic work.

In , the three teacher education colleges — Lobatse, Serowe, and Francistown — were affiliated with the local university center. The belief that education is a transformative tool that every nation can use to develop its citizenry was prevalent in Botswana. For example, teacher education was of no concern to the colonizers. Few primary schools existed, the infrastructure for secondary schools was almost nonexistent, and there were no skilled personnel. As a result, the Government of Botswana set up a national commission on education in the s with a mandate to determine goals for education, training, and development, to formulate the philosophy on which training would be grounded, and to recommend ways by which these goals could be achieved.

Although teacher education institutions strove to implement these recommendations, other constraints, especially of time and human resources, hindered the process. Teachers who were unable to handle mixed-ability and remedial classes were and still are produced, especially at secondary school level. Historically, the teaching profession in Botswana was a lucrative career, and parents wanted their children to enlist in this vocation. The reasons why teaching was seen as attractive included, amongst others, the following: Teaching was considered charismatic work.

Upon receiving laws and regulations from the government, teachers disseminated these policies to the entire society and community; in effect, their role was to act in loco parentis Manen, The teaching profession appealed because teachers had and still have vacations in the middle and at the end of the year. They were able to carry out their home duties, such as plowing, while still being employed by the government.

Every teacher trainee was sure of finding a job after completing his or her teacher education. The teaching profession attracted many simply because it was one of the few careers known at the time of independence. When Botswana gained its independence from the British government in 1 , teachers and police officers were the only occupations in Botswana for which people could receive formal training, albeit not at an advanced level. Until recently, these two groups of teachers were placed on two different salary scales. Those from primary were paid less than their secondary school counterparts.

The argument for differentiated remuneration was that the training of primary school teachers was not as rigorous as the training of their secondary school counterparts in terms of content and duration. But now that this difference in duration has been rectified, there is no longer any rationale for scaling primary school teachers differently from those teachers holding diplomas in secondary education Baputaki, The probation period for all teachers before confirmation of employment is two years.

Secondary school teachers are supposed to be provided with accommodation and to have other of their school-related needs met as a way of making their working conditions palatable. However, because of the phenomenal increase in student enrollments and the mushrooming of junior secondary schools, these privileges are not always available to all teachers.

Consequently, it is not uncommon to find teachers without accommodation or having to share their home with teachers of the opposite sex. The latter consequence is not well accepted in Botswana culture, especially as teachers are expected to be role models for students. Each class in a school has about five hours of mathematics lessons a week. This time allocation applies right across junior and secondary schooling. A mathematics teacher may be given as many as six classes, making for at least 30 hours of teaching per week.

Given that classes are congested and the level of heterogeneity in the student population is high, teachers typically need extra time to develop and deliver remedial lessons. In such conditions, teachers soon burn out, a situation that is not conducive to quality education. As a result of the wide ability range caused by universal basic education, most learners enter junior secondary school with limited fluency in English, the language of teaching and learning Pendaeli et al.

This situation makes it difficult for learners to understand mathematical concepts and compels teachers to improvise through code switching Garegae, a, b. For example, teachers find it difficult to teach certain topics, such as graphing, in outdoor teaching areas Garegae, These are open spaces topped with corrugated iron roofs, and they were constructed to supplement classrooms in junior secondary schools.

In these areas, a chalkboard is mounted on a wall, and students sit on one of three horseshoe- shaped cement benches nested together. Preservice and inservice teachers wanting to complete degree programs in Botswana can only do so through the University of Botswana, and the programs pertain only to secondary, not primary, school teaching. The colleges of education are Ministry of Education institutions affiliated with the University of Botswana, which is responsible for validating the diplomas that the colleges offer.

In contrast, the university itself is an independent body with autonomous responsibility for determining the number of places available for teacher education through the university admissions department. Today, Botswana has six colleges of education. Four of them produce primary school teachers, while the remaining two produce junior-secondary school teachers.

Lobatse College of Education is the oldest of the primary teacher colleges. It was established in at Kanye, but moved to its present site in Francistown College of Education was founded in , and originally was responsible for the upgrading of primary teachers who had not been formahy trained. Tlokweng College of Education had its first student intake in In , this college became the first primary teacher education institution to offer the three-year Diploma in Primary Education.

Molepolole College of Education was founded as a result of the recommendation of the National Commission on Education of , which suggested that junior secondary school teachers should be specially prepared to meet the demands of the rapidly expanding junior- secondary sector. Later, the ever increasing need for expansion of this sector led to the establishment of a second teacher preparation institution for junior- secondary school teachers, namely, Tonota College of Education in The colleges of education are owned and administered by the Ministry of Education of the Government of Botswana.

The Department of Teacher Training and Development in the Ministry of Education is the highest body that deals with the education of teachers. It supervises all colleges of education. The ministry has a statutory mandate to hire lecturers for the colleges and to provide resources such as equipment and materials. Subject-matter panels at the ministry are responsible for determining the curriculum taught in the colleges. Multiple program-types exist within the colleges of education, on the one hand, and the University of Botswana, on the other. The colleges of education for primary school teachers offer one program-type: Learners can enter the DPE program through two routes: The first requirement for the traditional or conventional route is a pass in the Botswana General Certificate of Secondary Education equivalent to Cambridge 3 Now closed.

To qualify for the mature-age entry into the DPE, a candidate needs to hold the Primary Teacher Certificate and to have at least two years of teaching experience. Such candidates start the program at second-year level. The entry requirement for this program is a credit in the DPE obtained from a college of education. Although primary school teachers are expected to teach all subjects, a new trend is to have students specialize in certain areas, for example, primary education and mathematics and science.

Thus, students who want to specialize in mathematics and science need to have performed well in the two subjects. Secondary school teachers are also prepared in these two different types of institution — the colleges of education and the university. Program standards are ambitious and challenging. The program curriculum is based on a set of teaching responsibilities, skill acquisition, and mastery of mathematics concepts that future teachers must demonstrate in order to obtain a teaching qualification.

Discussing a research programme for the improvement of science teaching. On developing content-oriented theories taking biological evolution as an example. Science teaching and the development of thinking: Pupils' thinking and course requirements in science teaching EKNA. Pupils' understanding of some aspects of energy transfer. Some aspects of children's understanding of boiling point. Proceedings of an international seminar pp. Pupils' content oriented reasoning in science. How Swedish pupils, age , explain the "Aspirin"-Problem.

How Swedish pupils, age , explain the "exhaust"-problem. How Swedish pupils, age , explain the "Phosporus" problem. Light and its properties. Oxidation of steel wool. How Swedish pupils, aged years, understand light and its properties. Wie Schueler einige Aspekte des Energietransfers im elektrischen Stromkreis verstehen. Pupils' reasoning with regard to an electromagnet.

The experimental gestalt of causation: A common core to pupils preconceptions in science. Pupils explanations of some aspects of chemical reactions. Pupils' conceptions of matter and its transformations age A central problem in secondary Science Education pp. Ungdomsskoleelevers forstaelse av hvordan synssansen fungerer. Ways of using 'everyday life' in the science classroom. Facilitating cognitive development - methods and materials. Pupils' and teachers' views of physics and physics teaching.

Children's conceptions of the living world. Some implications of the philosophy of technology for science , technology and society STS studies. The effect teaching experience has on perceived effectiveness of interactive television as a distance education model for elementary school science teacher's professional development: Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies. Internal models in physics problem solving. Engaging students in inquiry: Tales from an undergraduate geology laboratory-based course.

So you think the guide materials look good! Children's ideas about temperature. A learning model for Science Education. A learning model for Science Education: Using theory to guide practice: Student teachers' confidence to teach science: Is more science knowledge necessary to improve self-confidence? A case study of a teacher's progress toward using a constructivist view of learning to inform teaching in elementary science.

Using learning theory to guide reflection during school experience. Analysis and description of students' learning during science classes using a constructivist-based model. Implications for teaching derived from a constructivist-based model of learning in science classes. Why teach primary science? Science activities that work: Perceptions of primary school teachers. How do beginning primary school teachers cope with science?

Towards an understanding of science teaching practice.

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Instructional technology and molecular visualization. The problem of conceptual change in the philosophy and history of science. Field-based internship models for alternative certification of science and mathematics teachers: Views of interns, mentors, and university educators. Structures of understanding at the root of Science Education. Experience, language and knowledge. Strucures of understanding at the root of science education. Specificite des aides didactiques dans la reconstruction cognitive de la complexite. An empirical study of the understanding by year old students of the concepts of work and potential in physics.

Effectiveness of computer-based chemistry instruction in enhancing the learning of content and variable control under guided versus unguided conditions. Effectiveness of multimedia-based instruction that emphasizes molecular reprensentations on students' understanding of chemical change.

Using static and dynamic visuals to represent chemical change at molecular level. Using case-based pedagogy in the Phillipnes: Learning from writing in college biology. Concept mapping in college science teaching. Students' alternative conceptions of the human circulatory system: A cross age study. Children's conceptions and misconceptions. Concept development and diagnostic testing - osmosis in "o" grade biology. An alternative approach to the teaching of introductory ideas in electricity. Children's and lay adults views about thermal equilibrium.

Children's and lay adults' views about thermal equilibrium. Exploring the use of analogy of heat, temperature and thermal equilibrium. Learning the scientific "story": A case study in the learning of elementary thermodynamics.

Children's knowledge of the earth's shape and its gravitational field. Teacher as researcher in a tertiary context. Thinking, reasoning and understanding in introductory physic courses. Students patterns of thinking and reasoning part 1, part 2, part 3. Perceptions of doing science: Approaches to the teaching of special relativity theory in high school and university textbooks of Argentina. Conceptual change in special relativity theory: Contributions of the history of science. Some aspects of students' conceptions and difficulties about differentials.

The long-term kinetics of conceptual development: Teachers' knowledge of science: An account of a longitudinal study in progress. From short- to long-term: Studying Science Education longitudinally. On energy in chocolate and yoghurt, or: Paper presented at the annual meeting of the American Educational Research Association.

Change in teachers' knowledge of subject matter: A year longitudinal study.

PISA und Wilhelm von Humboldt

Dialogic inquiry in life science conversations of family groups in a museum. Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science. Talking and thinking about adaption in a socially complex classroom. Talk, tools, and tensions: Observing biological talk over time. Effects of different teaching methods on university students' understandings.

Metaphors in science and art: Enhancing human awareness and perception. A study of students' learning processes on a new quantum physics course for preservice and inservice teachers. The effects of plants on classification behavior in an outdoor environment. First steps in the construction of a theoretical model of light: A case study from a primary school classroom. Developing scientific concepts in the primary classroom: Teaching about electric circuits. Learning to teach science in the primary school. Development of system thinking skills in the context of earth system education. Los obst culos para el aprendizaje de conceptos en ciencias: La forma de franquearlos did cticamente.

Towards innovatory approaches" 26 September - 1 October pp. Academic and informal science education practitioner views about professional development in science education. Learning chemistry through active experiences - a case study on the primary level. Student teachers' difficulties in transforming content knowledge into pedagogical content knowledge. History of science curriculum reform in the United States and the United Kingdom. From folk biology to scientific biology. New models of learning, teaching and schooling.

Bridging chemical problem solving and misconceptions in different contexts. Preservice elementary teachers' conceptions of the causes of seasons. Preservice elementary teachers' conceptions of what causes night and day. Conceptual change from the perspective of multicultural education. Student ideas and materials development based on student interviews. What physics students think about the hazards of microwave ovens.

Teacher beliefs about learning and teaching in primary science and technology. An ecology of science education. Can analogy help in science education research? Role play as analogical modelling in science. Metaphor and analogy in science education. Serious thought in science education. A classroom practice for enhancing scientific sense making. Interaktionen und ihr Einfluss auf Bedeutungsentwicklungen bei Studierenden. Probleme und Perspektiven pp. Bedeutungsentwicklungen, Interaktionen und situatives Erleben beim Bearbeiten physikalischer Aufgaben.

The influence of students' individual experiences by physics learning environments on cognitive processes. Interactions, explanations and self-explanations: How do these processes influence cognitive development. Development of physics conceptions: How can processes be described? Prozessbasierte Analysen kognitiver Entwicklung.

Selbstorganisationsoffene Aufgaben in der Elektritaetslehre: Wie bearbeiten Schueler innen der Klassen 8 und 11 solche Aufgaben? Theoretical framework and empirical evidence of students' cognitive processes in three dimensions of content, complexity, and time. Komplexitaetsanalyse als Instrument der Unterrichtsplanung. Der einfache elektrische Stromkreis im 5. Ein "konstruktivistisches" Forschungsprogramm zur Untersuchung von Denk- und Lernprozessen. Ist Lernen Ergebnis der Kommunikation mit einer objektiven Realitaet oder realitaetsunabhaengige Entwicklung subjektiver Vorstellungen?

Lernen ist Selbstentwicklung eines kognitiven Systems. Geburtstag von Walter Jung pp. Lernergebnisse zu einer Unterrichtseinheit Elektrostatik. Wie Schueler im Physikunterricht lernen - Didaktische Untersuchungen. Development of complexity by dealing with physical qualities: One type of conceptual change? Development of complexity through dealing with physical qualities: Children's intelligently wrong grasp of unobvious meaning. Constructing vee maps for clinical interviews on molecule concepts.

Some comments on children's misconceptions. Concept mapping as a study strategy in earth science. Interview studies in teacher education: Giving priority to evidence in science teaching: A first-year elementary teacher's specialized practices and knowledge. Turkish secondary students' conceptions of introductory chemistry concepts.

Learning electricity in elementary school. Educational reconstruction - examples in the field of genetics and evolution. Research in Didaktik of Biology pp. Evolution im Unterricht - Schuelervorstellungen als Voraussetzung und Chance. Bericht ueber die Schriften des Deutschen Vereins zur Foerderung des mathematischen und naturwissenschaftlichen Unterrichts e. What research says to the science teacher pp. Systematische und empirische Untersuchungen ueber das Verhaeltnis von Umgangssprache und Fachsprache im gymnasialen Physikunterricht. Syntax-abhaengige Auffassungsweisen physikalischer Vorgaenge am Beispiel des Leidenfrostschen Phaenomens.

Vortraege der Physikertagung in Berlin pp. Zyklische Bedeutungsvertauschung zwischen einigen physikalischen Grundbegriffen - semantische und syntaktische Aspekte des Problems. Quantitative Aussagen ueber Ursachen kognitiver Defekte durch Verwendung von Fachbegriffen umgangssprachlicher Herkunft. Vortraege der Physikertagung in Giessen pp. Vortraege auf der Tagung f. Effectiveness of a classroom chemistry demonstration using the cognitive conflict strategy.

Einfuehrung in die mechanische Energie und Waermelehre. Integrating domains of physics: Learning strategies and the role of teachers. Revisiting learning difficulties in biology. A bird's eye view: Biological categorization and reasoning within and across cultures. Exploring ideas about magnets. Establishing basic ecological understanding in younger pupils: Physics teachers' action-research experience with a teaching module on "force". A case study of learning styles in biology. Improving the quality of teaching and learning - an Australian case study. Individual development during teacher training.

The rationale, the reality. Teachers in Science Education. London, New York, Philadelphia: Intellectual and methological imperatives for individual teacher development. A study of the importance of reflection for improving science teaching and learning. Teaching and learning science in schools. A report of research in progress. Researching balance between cognition and affect in science teaching and learning. Collaborative reflection, systematic enquiry, better teaching. Learning from the PEEL experience.

Metacognitive strategies in the classroom. A view of quality in teaching. Preservice science teachers beliefs about science-technology and their implication in society. Design of virtual environments for the comprehension of planetary phenomena based on students' ideas. The effect of culture on the learning of science in non-western countries: The results of an integrated research review.

A summary of research in Science Education - Insights from research on teaching and assessment. Complex instructional analogies and theoretical concept acquisition in college genetics. University students' knowledge and attitude about genetic engineering. Misconceptions of 'revolution' in history textbooks and their effects on meaningful learning. A new educational perspective for teaching gravity. Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Some constructivist 'tools' for teachers' training.

Drawing teaching-learning tools from concept mapping. Prelude to scientific education in pre-primary school. The biology textbook as a source of ideas about scientific knowledge and experimental activity. Inquiry teaching in a chemistry course in undergraduate science teacher education program. Misconceptions of students and teachers in chemical equilibrium.

Teaching and learning about human nutrification: Teaching genetics at secondary school: A strategy for teaching about location of inheritance information. Teaching of biological inheritance and evolution of living beings in secondary school. First-year secondary science teachers. Die Auffassung physikalischer Sachverhalte im Schulalter.

Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative. Model analysis of fine student models: An example with Newton's third law. The effect of the testing format on the distribution of the results. Children's views about the water cycle. Introducing mechanics at the elementary school. Children's views concerning phase changes. The development of children's concepts of weight and gravity. Air as a conducting medium in children's ideas about action at a distance.

Children's concepts about weight and free fall. Stages of children's views about evaporation. Abstract physical concepts as concrete realizations in the history of science and in pupils' ideas about action at a distance. Children's ideas about action at a distance. Using popper's method of reduction in teaching about the dark areas of the moon. Building understanding through model building.

Virtual solar system project: Learning through a technology-rich, inquiry-based, participatory learning environment. Constructing networks of action-relevant episodes: An In Situ research methology. Building sustainable science curriculum: Acknowledging and accomodating local adaption. Effect of qualitative thermodynamic approach to teaching energy on system oriented understanding of biology. Understanding of energy in biology and vitalistic conceptions. As "process" as it can get: Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment.

Teachers' instructional practices and conceptions. Evolution of students' reasoning about microscopic processes in electrostatics under the influence of interactive simulations. An investigation on students' frameworks about motion and the concepts of force and energy. Conference on physics education pp. Les presentations en ecologie: Etablissement d'un cursus de physique: Enjeux et resssources de la formation et de la culture scientifiques et techniques pp.

Imaginer des explications en science: Analyse d'une epreuve de l'Olympiade de Chimie.

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Cooperating in constructing knowledge: Case studies from chemistry and citizenship. A comprehensive use of concept mapping in design, instruction and assessment. The design, implementation and evaluation of a microbiology course with special reference to misconceptions and concept maps. Structural chemistry and spatial ability in different cultures.

Structural units and chemical formulae. Probleme bei der Verwendung von Symbolen im Chemieunterricht. Eine empirische Untersuchung an Schuelern der Sekundarstufe I. Empirische Untersuchungen zum praktischen Einsatz von Modellen bei der Einfuehrung von chemischen Symbolen.

Ueber Schuelervorstellungen zur Struktur von Salzen. Strukturvorstellungen zum Verstaendnis der Chemie. The description and modification of children's views of plant nutrition. Photosynthesis - can our pupils see the wood for the trees? Teaching and learning about photosynthesis.

An assessment in terms of students' prior knowledge. A generative learning strategy. Science in the classroom. Historical views and students' intuitive ideas about plant nutrition. A plant is an animal standing on its head. Understanding transpiration - more than meets the eye. An investigation of year old students' understanding of basic chemical ideas. What changes occur during a context-based post chemistry course.

Studens' reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post chemistry course? Two teaching methods and students' understanding of sound. High school students' concepts regarding food chains and food webs: Students' views of scientists and science: Results from a national study. Students ideas about plants: Examining changing attitudes in secondary school science. The use of computer-based analog models to improve visualization and chemical understanding. Toward a fuller understanding of what good science teachers know.

Addressing children's alternative frameworks of the moon's phases and eclipses. Case design ans use: Secondary students' interpretations of the process occurring in an electrochemical cell. Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. An investigation of pre-service science teachers' view on science-technology-society. Magnet concepts and elementary students' misconceptions. Earthquakes haven't shaken college student's cognitive structures.

Von der Schwierigkeit, optische Phaenomene sinnvoll zu beschreiben. Five dimensions of effective practice. The culture of power and science education: Underprivileged urban mothers' perspectives on science. Science learning in urban settings. From global sustainability to inclusive education: Understanding urban children's ideas about the food system. Autobiography in science education: Greater objectivity through local knowledge. Interviews mit Schuelern am Beispiel von Untersuchungen von Lernvoraussetzungen fuer Physikunterricht. Interest in physics, instructional strategies and development of physics Problem solving abilities in secondary technical students.

Fostering conceptual change by cognitive conflict based instruction on students' understanding of heat and temperature concepts. Conceptual change strategies and cooperative group work in chemistry. Powerful learners and critical agents: The goals of five urban Caribbean youths in a conceptual physics classroom. A Piagetian learning cycle for introductory chemical kinetics. Kids, cars and conservation: A semantic differential instrument for assessing curriculum impacts. Activity theory and radical costructivism - What do they have in common, and how do they differ?

Misunderstandings of electric current. Children's understanding of familiar astronomical events. A constructivist approach to astronomy in the national curriculum. Children's understanding of astronomy and the earth sciences. Research reforming practice pp. Assessment and measurement of pedagogical content knowledge. The concept of health: Schuelervorstellungen ueber das Atom in der Sekundarstufe II. Schuelervorstellungen beim Uebergang vom Bohrschen zum wellen-mechanischen Atommodell.

Vortraege auf der Physikertagung in Giessen pp. Middle school student learning in evolution: Are current standards achievable? The ability of A-level students to name plants. Vorstellungen zur Evolution in Jugendbuechern und deren fachliche Beurteilung. Making scientific concepts come alive. Modelling activities of students during a traditional labwork. It clothes impressions and sentiences in clear terms, which are then combined with each other to create new terms. Language therefore is the complement of thinking. But the problem is that language has to adapt to the nature of the world as well as to the nature of human beings, which are interconnected, and has to do justice to both of them cf.

Yet, the words of a language are neither the image of a thing nor a mere suggestion cf. Consequently, the words of different languages cannot be complete synonyms cf. Furthermore, language is infinite, and that is why it cannot be completely fathomed or completely depicted cf. Humboldt regards language as a product, but also as a process, the latter aspect being of more importance to him.

That is why historical linguistics, though taken into consideration in his writings, is of secondary interest to him. He demands language to be examined at every single point of its development regardless of the historical dimensions. For Humboldt language is a creative act of the mind, not the mere appending of words on ideas detached from these words, which enters into the cognitive process itself. This heuristic power of speech is very important for Humboldt because in this act of synthesis language becomes an object to the consciousness, and produces an effect on it.

What happens is that thought formless and struggling for clarity becomes embodied in sound, and language is formed cf. The process is the following: The word then is the minimal unit capable of expressing the content of language. Articulation is defined as the process by which the formless thought-mass and the equally formless sound-mass meet and become ordered into the components of language.

In consequence, language is not considered a mere piling up of discrete elements. This is in accordance with the Romantic concept of organism. When a speaker makes an utterance, the whole language is present to him cf. Because of this you have to examine the language as a whole, and not only the words in order to understand its structure.

Speech reveals its unity, which has been created by an act of synthesis in thought and affects language as a whole, in the sentence and not in the word. From this integration of thought and speech, language derives its inner form which organizes it into a systematic whole. Humboldt stresses the fact that the synthetic act differs from language to language. Despite these differences Humboldt argues that there is a denominator, however insignificant, common to all languages. But it is seldom that one word in language A has an exact equivalent in language B.

This only happens sometimes in the designation of physical objects and intellectual concepts cf. Concluding you can say that Humboldt accepted the Kantian theory of epistemology. He says that the more immediate forms of experience are given to man through language, and that each language presents these forms in a different way.

What is very important to Humboldt is that recognition is only possible through the word-sign formation in its function of meaning, and he claims that language is a system of such signs cf. This implies that every individual instance of thinking is determined by language cf. Ideally, the speaker has access to the total conceptual content of his language.

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