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Jules Pieters - One of the best experts on this subject based on the ideXlab platform.
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Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching
Journal of Science Teacher Education, 2014Co-Authors: Chantal Velthuis, Petra Fisser, Jules PietersAbstract:This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching Science by including Science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of Positive Science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the Science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and Science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for Science teaching. Differences at the university level in courses taken during the first year between Science content courses and Science methods courses also influenced the pre-service teachers’ development of Science teaching self-efficacy. After their first year, the pre-service teachers from the university with Science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered Science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.
Chantal Velthuis - One of the best experts on this subject based on the ideXlab platform.
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Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching
Journal of Science Teacher Education, 2014Co-Authors: Chantal Velthuis, Petra Fisser, Jules PietersAbstract:This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching Science by including Science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of Positive Science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the Science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and Science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for Science teaching. Differences at the university level in courses taken during the first year between Science content courses and Science methods courses also influenced the pre-service teachers’ development of Science teaching self-efficacy. After their first year, the pre-service teachers from the university with Science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered Science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.
Martin Hollis - One of the best experts on this subject based on the ideXlab platform.
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The Philosophy of Social Science: Positive Science: the empiricist way
The Philosophy of Social Science, 1994Co-Authors: Martin HollisAbstract:Bacon's first way of discovering truth scorned sense experience and started from 'the most general axioms'. That may have seemed perverse all along and it has certainly led us into difficulties. The second way beckons invitingly. Setting off from 'the senses and particulars' and 'rising by a gradual and unbroken ascent', it 'arrives at the most general axioms last of all'. Bacon speaks of it as 'the true way, but as yet untried'. It has been well tried since then, especially under the title of Positive Science, and the aim of this chapter is to discover whether it is indeed the true way. To show where we are heading, here is an example of the kind of explanation which lies along it. It comes from a 1970 textbook on scientific method for social scientists by A. Przeworski and H. Teune. Most of the book is a technical guide to the use of statistical models and inferences; but the authors helpfully distil the essence of their idea of explanation in an illustrative question and answer (1970, pp. 18-20 and 74-76). The question is: 'Why does Monsieur Rouget, age twenty four, blond hair, brown eyes, a worker in a large factory, vote Communist?' The answer is broadly that 'to explain the vote of M. Rouget, one must rely upon general probabilistic statements that are relevant for voting behaviour and have been sufficiently confirmed against various sets of evidence'.
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the philosophy of social Science an introduction
The Economic Journal, 1994Co-Authors: Martin HollisAbstract:Preface 1. Introduction: problems of structure and action 2. Discovering truth: the rationalist way 3. Positive Science: the empiricist way 4. Ants, spiders and bees: a third way? 5. Systems and functions 6. Games with rational agents 7. Understanding social action 8. Self and roles 9. Explaining and understanding 10. A value-neutral social Science? 11. Rationality and relativism 12. Conclusion: two stories to tell Bibliography Index.
Petra Fisser - One of the best experts on this subject based on the ideXlab platform.
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Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching
Journal of Science Teacher Education, 2014Co-Authors: Chantal Velthuis, Petra Fisser, Jules PietersAbstract:This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching Science by including Science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of Positive Science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the Science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and Science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for Science teaching. Differences at the university level in courses taken during the first year between Science content courses and Science methods courses also influenced the pre-service teachers’ development of Science teaching self-efficacy. After their first year, the pre-service teachers from the university with Science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered Science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.
Yew-kwang Ng - One of the best experts on this subject based on the ideXlab platform.
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Towards welfare biology: Evolutionary economics of animal consciousness and suffering
Biology and Philosophy, 1995Co-Authors: Yew-kwang NgAbstract:Welfare biology is the study of living things and their environment with respect to their welfare (defined as net happiness, or enjoyment minus suffering). Despite difficulties of ascertaining and measuring welfare and relevancy to normative issues, welfare biology is a Positive Science. Evolutionary economics and population dynamics are used to help answer basic questions in welfare biology: Which species are affective sentients capable of welfare? Do they enjoy Positive or negative welfare? Can their welfare be dramatically increased? Under plausible axioms, all conscious species are plastic and all plastic species are conscious (and, with a stronger axiom, capable of welfare). More complex niches favour the evolution of more rational species. Evolutionary economics also supports the common-sense view that individual sentients failing to survive to mate suffer negative welfare. A kind of God-made (or evolution-created) fairness between species is also unexpectedly found. The contrast between growth maximization (as may be favoured by natural selection), average welfare, and total welfare maximization is discussed. It is shown that welfare could be increased without even sacrificing numbers (at equilibrium). Since the long-term reduction in animal suffering depends on scientific advances, strict restrictions on animal experimentation may be counter-productive to animal welfare.