• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Making the informal formal: An examination of why and how teachers and students leverage experiences in informal learning environments.
【24h】

Making the informal formal: An examination of why and how teachers and students leverage experiences in informal learning environments.

机译：使非正式正式化：探讨为什么和如何利用教师和学生利用非正式学习环境中的经验。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study was an effort to understand the impact of informal learning environments (museums, aquaria, nature centers, and outdoor education programs) on school groups by developing a picture of why and how teachers and their students leverage experiences in these settings. This work relied on the self-reported visions for science education of formal and informal teachers as a means of creating a portrait or profile of the teacher visitor thus providing a new way to assess the quality of informal visits based on vision elements.;Multi-level, year long case studies at six school sites and their partnering informal centers that included multiple interviews, observations (250 hours) of both school based and field trip activities, as well as focus group interviews with students two months past their field trip experience comprised the bulk of data collection activities. In addition to this more intensive work with case study teachers data was gathered from a broader group of participants through surveys (n = 396) and one-time classroom teacher interviews (n = 36) in an effort to validate or confirm case study findings.;I discovered that central to informal and formal teachers' visions was a view of education as empowerment. I explored such goals as empowering students to conceive of themselves and their worlds differently, empowering students by sharing responsibility for what and how they learn, and empowering students by creating environments where everyone can contribute meaningfully. Much of what classroom teachers did to leverage the informal experience in supporting their visions of education related to these goals. For example teachers used shared experiences in informal settings as a way for their students to gain better access to and understanding of the classroom curriculum thereby increasing student participation and allowing more students to be successful. They also changed their approach to content by basing the classroom curriculum on students' interests and questions raised during visits to informal settings. Consequently teachers noted their students were better able to connect to traditional elements of school as a result of their informal experiences. Personal growth of students was also a major area of change. Increases in self-esteem, fieldtrip and classroom participation, as well as improved classroom behavior were reported and observed and improved the way the classroom functioned.
机译：这项研究旨在通过了解教师和学生为什么以及如何利用这些环境中的经验来了解非正式学习环境（博物馆，水族馆，自然中心和户外教育计划）对学校群体的影响。这项工作依赖于自我报告的正规和非正式教师的科学教育愿景，作为创建教师访问者肖像或简介的一种手段，从而提供了一种基于愿景要素评估非正式访问质量的新方法。在六个学校及其合作伙伴非正式中心进行的一年级长期案例研究，其中包括多次访谈，对校本和实地考察活动的观察（250小时），以及对两个月以上实地考察经验的学生进行的焦点小组访谈大量的数据收集活动。除了进行更深入的案例研究工作外，还通过调查（n = 396）和一次课堂教师访谈（n = 36）从更广泛的参与者中收集了教师数据，以验证或确认案例研究的结果。 ；我发现非正式和正式教师视野的中心是将教育视为授权。我探讨了以下目标：授权学生以不同的方式去构想自己和他们的世界；通过对学习的内容和方式承担责任来授权学生；通过创建每个人都可以有意义地做出贡献的环境来授权学生。课堂老师所做的很多事情都是利用非正式经验来支持他们与这些目标相关的教育愿景。例如，教师在非正式的环境中使用共享的经验，作为他们的学生更好地访问和理解课堂课程的一种方式，从而增加了学生的参与度，并使更多的学生获得成功。他们还通过根据学生在非正式场合访问期间的兴趣和问题提出的课堂课程，改变了内容教学的方法。因此，老师们指出，由于他们的非正式经历，他们的学生能够更好地融入学校的传统元素。学生的个人成长也是变化的主要领域。报告并观察到自尊，实地考察和课堂参与的增加以及课堂行为的改善，并改善了课堂的运作方式。

著录项

  • 作者

    Schneider, Barbara P.;

  • 作者单位

    Stanford University.;

  • 授予单位 Stanford University.;
  • 学科 Science education.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 161 p.
  • 总页数 161
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号