Metrika

  • citati u SCIndeksu: [1]
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[]
  • posete u poslednjih 30 dana:2
  • preuzimanja u poslednjih 30 dana:0

Sadržaj

članak: 1 od 1  
2006, vol. 55, br. 3, str. 318-329
Kvalitet znanja budućih učitelja o osnovnim astronomskim pojavama
Univerzitet u Beogradu, Učiteljski fakultet
Sažetak
Baveći se kvalitetom znanja istraživači suštinski vrše istraživanja u dva pravca. Jedan se odnosi na razmatranje kvaliteta znanja preko nivoa znanja (prisećanja i prepoznavanja, reprodukcije, razumevanja, primene), dok se drugi može razmatrati kroz odnos onoga što ispitanici znaju - deklarativnog znanja, i onoga što umeju - proceduralnog znanja. Mnoga istraživanja su posvećena analizi kvaliteta učeničkih znanja o Zemlji i osnovnim astronomskim pojavama, ali je manje pažnje posvećeno istraživanjima kvaliteta znanja onih koji su u okviru škole kao institucije zaduženi da vode računa o unapređivanju znanja učenika - o samim nastavnicima. Zbog toga smo u ovom istraživanju proučavali kvalitet znanja studenata četvrte godine, budućih učitelja, o razlozima za smenu obdanice i noći na našoj planeti, razlozima za smenu četiri godišnja doba i za nastanak Mesečevih mena. Razmatran je kvalitet znanja budućih učitelja o sadržajima u okviru poznavanja prirode, jer su upravo oni jedan od bitnih faktora koji može da doprinese poboljšanju kvaliteta znanja kod narednih generacija učenika, a nakon toga su izvedene i odgovarajuće praktične preporuke.
Reference
Atwood, R., Atwood, V. (1996) Preservice elementary teachers' conceptions of the causes of seasons. Journal of research in science teaching, 5, 553-563
Atwood, R., Atwood, V. (1997) Effects of instructions on preservice elementary teachers' conceptions of the causes of night and day and the seasons. Journal of science teacher education, 1. 1-13
Atwood, V., Atwood, R. (1995) Preservice elementary teachers' conceptions of what causes night and day. School Science and Mathematics, 6, 290-295
Baxter, J. (1989) Children's understanding of familiar astronomical events. International Journal of Science Education, 11, 502-513
Bisard, W., Aron, R., Francek, M., Nelson, B. (1994) Assessing selected physical science and earth science misconceptions of middle school through university preservice teachers. Journal of college science teaching, 24, 38-42
Callison, P., Wright, E. (1993) The effect of teaching strategies using models on preservice elementary teachers' conceptions about earth-sun-moon relationships. u: Godišnji sastanak Nacionalnog udruženja za istraživanja poučavanja nauke, Atlanta
Dai, M., Capie, W. (1990) Misconceptions held by the preservice teachers in Taiwan. u: rad prezentovan na godišnjem sastanku Nacionalnog udruženja za istraživanja poučavanja nauke, Atlanta
Dove, J. (2002) Does the man in the moon ever sleep? An analysis of student answers about simple astronomical events: A case study. International Journal of Science Education, 24 (8): 823
Greca, I.M., Moreira, M.A. (2000) Mental models, conceptual models, and modeling. International Journal of Science Education, 22, 1, 1-11
Harper, E. (1987) Ghosts of Diophantus. Educational studies in mathematics, 1, 18, 75-90
Haupt, G. (1950) First grade concepts of the moon part II. By interview. Science Education, 34(4): 224-234
Kikas, E. (1998) The impact of teaching on students' definitions and explanations of astronomical phenomena. Learning and instruction, 8(5), str. 439-454
Kuethe, J. (1963) Science concepts: A study of 'sophisticated' errors. Science education, 47, 361-364
Lazarević, D.A. (1999) Od spontanih ka naučnim pojmovima - razvoj naučnih pojmova kroz nastavu i školsko učenje. Beograd: Zavod za udžbenike i nastavna sredstva
Lemmer, M., Lemmer, T., Smit, J. (2003) South African students' views of the universe. International journal of science education, 5, 563-582
Miščević, G. (2005) Kvalitet znanja učenika o razlozima nastanka smene obdanice i noći. Nastava i vaspitanje, vol. 54, br. 1, str. 38-46
Piaget, J. (1970) Genetic epistemology. New York, itd: Columbia University Press
Schoon, K. (1992) Students' alternative conceptions of earth and space. Journal of geological education, 40, 209-214
Schoon, K. (1995) The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers. Journal of elementary science education, 7, 27- 46
Schoultz, J., Salj, O.R., Wyndhamn, J. (2001) Heavenly talk: Discourse, artifacts, and children's understanding of elementary astronomy. Human Development, 44(2-3): 103
Stahly, L., Krockover, G., Shepardson, D. (1999) Third grade students' ideas about the lunar phases. Journal of Research in Science Teaching, 36(2): 159
Trundle, K., Atwood, R., Christopher, J. (2002) Preserve elementary teachers' conceptions of moon phases before and after instruction. Journal of research in science teaching, 7, 633-658
Vigotskij, L.S. (1996) Problemi opšte psihologije. Beograd: Zavod za udžbenike i nastavna sredstva
Vinner, S. (1983) Concept definition, concept image and the notion of function. International journal of mathematics education in science and technology, 3, 293-305
Vosniadou, S., Skopeliti, I., Ikospentaki, K. (2004) Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19 (2): 203
Zeilik, M., Schau, C., Mattern, N. (1999) Conceptual astronomy. II. Replicating conceptual gains, probing attitude changes across three semesters. American Journal of Physics, 67(10): 923
 

O članku

jezik rada: srpski
vrsta rada: izvorni naučni članak
objavljen u SCIndeksu: 02.06.2007.

Povezani članci