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Abstract

The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.

Open Access
In: Asia-Pacific Science Education
Chapter 5 Characteristics of Chinese Teachers’ Belief Systems
Author: Yang Gao
In: EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices
Chapter 4 Complex Dynamic Systems Theory as a Theoretical Framework to Study Beliefs and Practice of EFL Reading Teachers
Author: Yang Gao
In: EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices
Chapter 8 Conclusion: A CDST Model to Study Language Teacher Beliefs and Practices
Author: Yang Gao
In: EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices
Chapter 6 Exploring Interaction between Reading Beliefs and Reading Teaching Beliefs in Dominant Orientations
Author: Yang Gao
In: EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices
Chapter 1 Introduction
Author: Yang Gao
In: EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices
Chapter 7 The Nexus of Chinese EFL Teachers’ Beliefs and Practices
Author: Yang Gao
In: EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices
Chapter 3 Paradigm Shifts in Teachers’ Beliefs and Practices
Author: Yang Gao
In: EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices
Chapter 2 Revisiting the Messy Construct
Author: Yang Gao
In: EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices

Abstract

Nowadays, countries across the world aspire to increase their innovation for the common good. In this scope, and among others, the Triple Helix thesis emphasizes the role of collaboration between stakeholders from academia, industry and government to bring about effective innovation. Despite efforts to encourage university-industry (U-I) collaboration, bridging U-I barriers remains among the relevant economic and policy challenges. Among other aspects, it has been argued that the tendency to transfer tools from developed to underdeveloped countries hinders the capacity to obtain the full potential of U-I collaboration. As no empirical study validating such hypothesis has been identified, our study tests i/ whether U-I collaboration has a different impact on growth depending on the level of economic development, ii/ whether the impacts of specific governmental measures on U-I collaboration differ at different levels of economic development. Our findings suggest that up till now the potential of U-I collaboration remains underutilized across all levels of development. Our results show that diversified policy measures are relevant at different development levels. Furthermore, their relevance may also evolve over time. However, such factors as quality of research institutions and private R&D investments are critical across development levels and time.

Open Access
In: Triple Helix