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1.
We tested the idea that the directionality of a person’s primary writing system has influences outside the domain of reading and writing, specifically influences on aesthetic preferences. The results of several previous studies suggest that people whose primary writing system goes from left to right prefer pictures of moving and static objects that face right over their mirror images that face left. People whose writing system goes from right to left, in several studies, prefer pictures that face left. We attempted to replicate these findings by testing Bahraini users of Arabic ranging from 2nd grade through 12th grade. Bahraini participants preferred right-facing pictures rather than those that faced in the direction of their writing system, and this preference was somewhat stronger in older students than in younger students. As expected, US fourth graders preferred right-facing pictures. There was no statistically significant difference between them and Bahraini fourth graders. Our results call into question the idea that the directionality of people’s primary writing system influences their preferences for pictures.  相似文献   

2.
The present study used a new assessment technique, the story‐generation task, to examine students’ understanding of subtraction scenes. The students from four grade levels (110 first‐, 107 third‐, 110 fourth‐ and 119 sixth‐graders) generated stories under the constraints provided by a picture (representing Change, Combine or Compare scene) and a number sentence. The results showed that the Change scene was the most intuitive, and the students tended to reinterpret Combine and Compare scenes as a form of Change scene, even when they understood that the identity of the objects in the Combine and the Compare scenes was different. The number of students generating correct stories for the Combine scene increased through the elementary school grades while for the Compare scene the number of students generating correct stories remained fairly constant from Grade 3 to Grade 6. This study also examined students’ exposure to subtraction scenes in mathematics textbooks and discussed educational implications for supporting students’ understanding of subtraction scenes.  相似文献   

3.
Fifty‐eight students at seven grade levels (kindergarten through sixth) from three population groups (urban, suburban and rural) were presented with the task of chronologically ordering a set of nine historical pictures and ‘thinking aloud’ about the task. The results of this study provide increased evidence regarding the kind and sources of children's historical knowledge, and how they deploy that knowledge. The most accessible historical knowledge for early and middle grade children apparently relates to changes in material culture and the patterns of everyday life. It appears, too, that the intertexts that inform children's historical understanding, especially prior to fourth grade, provide better information about material culture than about other aspects of change over time. In addition, some children at all grade levels linked history to such sociocultural issues as race and gender. Finally, by fifth grade, children were learning a new reference system that consisted of specific eras (Colonial, Revolution), events (Boston Massacre, War of 1812) and relationships (British taxes, lack of colonial representation creates pre‐Revolutionary tensions) that allowed them to make more interpretations reflective of the academic discipline of history (British and colonists had legitimate but differing points of view). Children's willingness to engage in this new genre and the facility with which some students managed the transition have important implications for instruction.  相似文献   

4.
A 14-week course program was designed to investigate pre-service teachers’ noticing skills and scaffolding practices. Six pre-service teachers were matched with a pair of sixth grade students to observe and scaffold students’ mathematical understanding while they were working on the given tasks. Data was collected through pre-service teachers’ own recorded videos of implementation of tasks, their written reflections about the implementations, videos of group reflections before and after the implementations, and students’ written work. The analysis of data revealed that pre-service teachers mostly noticed students’ errors and strategies during their interactions with students, they attended important instances about students’ thinking and justified their reasoning for their comments in their written reflections. However, while interacting with students, they usually used low level scaffolding practices such as asking for clarification, explanation, and justification rather than attempting to elicit students’ thinking and improve their understanding.  相似文献   

5.
Efforts are underway to determine if there are any ways unique to Navajo thinking and thus to the way that they might learn. Studies have shown a consistent lag in achievement levels for Native Americans. The purpose of this investigation was to examine spatial thinking abilities of sixth and tenth grade students from 2 locales—a school on the Navajo Reservation and schools in Mesa, Arizona. A battery of 10 Piagetian-type tasks were administered individually to the subjects. A chi-square one sample procedure was used to test for significant differences between subsamples at each grade level. Significant differences were detected for two of the tasks at the sixth grade level, and one task at the tenth grade level. The overall findings of this study support the contention that there were no substantial time delays or advances in the development of selected spatial abilities of Navajo sixth and tenth grade students compared to those of parallel non-American Indian students. The concern of modifying instruction in science courses in order to adapt them to supposed 'different' spatial structures possessed by Navajo students appears to be unfounded.  相似文献   

6.
The metacognitive performance of 87 hearing and 20 deaf/hard of hearing students was examined. The hearing students consisted of 42 males (mean age 15.6 years) and 45 females (mean age 15.4 years). The deaf/hard of hearing students consisted of 13 males (mean age 16.9 years) and 7 females (mean age 15.9 years). Metacognition was conceptualized in terms of choosing the best response to problematic situations drawing upon problem-solving and logical reasoning skills. In the test, pictures represented various daily life interactions. There was no significant difference between hearing and deaf/hard of hearing students in metacognitive performance, nor was there a gender-based significant difference among the deaf/hard of hearing students. However, hearing female students scored significantly higher on the metacognitive test than hearing male students. Further analysis of the study findings possibly would show students' overall performance on the metacognitive test to be independent of grade point average. Analysis did show, however, a significant negative correlation between test performance and grades in Arabic among deaf/hard of hearing students.  相似文献   

7.
The US National Science Education Standards and the Benchmarks for Science Literacy recommend that students understand the apparent patterns of motion of the Sun, Moon, and stars by the end of early elementary school, yet no research has specifically examined these concepts from an Earth‐based perspective with this age group. This study examines children’s understanding of the patterns of apparent celestial motion among first‐grade, third‐grade, and eighth‐grade students, and investigates the extent to which these concepts develop from elementary to middle school in students without targeted instruction. Twenty students at each grade level (total n = 60) were interviewed using a novel interview setting: a small dome representing the sky, which allowed students to demonstrate their ideas. Analysis reveals that elementary and middle school students hold a variety of non‐scientific ideas about all aspects of apparent celestial motion. While the eighth‐grade students’ understanding of the apparent motion of the Sun shows a greater level of accuracy compared with the third‐grade students, across the majority of topics of apparent celestial motion, the overall level of accuracy shows little change from third grade to eighth grade. Just as prior research has demonstrated the need for instruction to improve children’s understanding of the nature of celestial objects and their actual motions, these results support the need for research on instructional strategies that improve students’ understanding of celestial motion as seen from their own perspective.  相似文献   

8.
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9.
The evaluation of promisingness is central to knowledge building and knowledge creation but remains largely unexplored. As part of a design-based research program to support promisingness judgments, the present study implemented an intervention in a sixth grade science class, with the goal of exploring the potential of promisingness judgments to foster scientific understanding and epistemic beliefs. Aided by a Promising Ideas Tool and pedagogical supports designed for this intervention, students explored the concept of promisingness, judged the promisingness of their community ideas, and engaged in iterative cycles of idea refinement. Results indicated that students were capable of improving their understanding of promisingness and making promisingness judgments deemed sensible by domain experts. The conceptual understanding and epistemic beliefs displayed by students improved over the course of the intervention, and such improvement happened in tandem with students’ understanding of promisingness. The implications of this exploratory study and future research are discussed.  相似文献   

10.
This article examines whether the 7 abilities found in a previous study carried out by the authors to constitute fraction understanding of sixth grade elementary school students determine hierarchical levels of fraction understanding. The 7 abilities were as follows: (a) fraction recognition, (b) definitions and mathematical explanations for fractions, (c) argumentations and justifications about fractions, (d) relative magnitude of fractions, (e) representations of fractions, (f) connections of fractions with decimals, percentages, and division, and (g) reflection during the solution of fraction problems. The sample comprised of 182 sixth grade students that were clustered into 3 categories by means of latent class analysis: those of low fraction understanding, those of medium fraction understanding, and those of high fraction understanding. It was found that low fraction understanding students were sufficient in fraction recognition and relative magnitude of fractions, those belonging to the medium category in fraction recognition, relative magnitude of fractions, as well as in connections with decimals, percentages and division and representations of fractions, while high fraction understanding students were sufficient in all 7 abilities. It was also found that these levels were stable across time; the hierarchical levels were the same across three measurements that took place. Possible implications for fraction understanding are discussed, and directions for future research are drawn.  相似文献   

11.
The purpose of this study was to investigate the practicality of extending the Multidimensional Self Concept Scale (MSCS) norms downward for use with third and fourth grade students from a predominantly African-American sample. This research compared domain-specific and general self-concepts by grade, gender, and race among third through sixth grade students. Comparison was also made between fifth and sixth grade students in this sample and fifth and sixth grade students in the national standardization sample. It was concluded that no meaningful differences existed between the present sample of fifth and sixth grade students and the standardization sample of fifth and sixth grade students. However, differences found between the third through sixth grade students in this sample were significant and clinically meaningful for the Total Scale score and for all scales, except the Academic and Physical scales. Although the existing norms for the Academic and Physical scales appear appropriate for the younger children, separate norm tables appear warranted for the remaining subscales and Total Scale. Internal consistency for the MSCS for third and fourth grade students was comparable to the fifth and sixth grade students in this sample. © 1998 John Wiley & Sons, Inc.  相似文献   

12.
Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables.

Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science.

Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade.

Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants.

Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified.

Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students’ views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies.  相似文献   

13.
Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender‐specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test® (MCAT®) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team‐based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. Anat Sci Educ © 2012 American Association of Anatomists.  相似文献   

14.
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15.
Ninety-six children from the third grade through the sixth grade were given speed tasks and acceleration tasks. The results of the study suggest that the speed and acceleration tasks that require intensive logical operations could be used by the third and fourth grade children. The data also indicate that the speed and acceleration tasks that use extensive logical operations could be used by some fifth and sixth grade children.  相似文献   

16.
The present study examined the facilitating function of animations for spatial perspective taking. The task demanded to estimate directions to memorized objects in a spatial scene from an imagined position and orientation within the scene. Static pictures which required imagined reorientation of the self were compared to animations showing the reorientation externally. Individual differences in perspective taking ability were considered. Results showed a large effect in favor of animations for reaction times. An aptitude–treatment-interaction was found for accuracy: The relation between perspective taking ability and accuracy in direction estimation was moderated by type of presentation (static pictures vs. animation). Perspective taking ability played a much stronger role in direction estimation accuracy with static pictures than with animations. It is concluded that focused animations can facilitate perspective taking and thereby compensate for low spatial perspective taking ability.  相似文献   

17.
This paper reports on the first major survey of cyber-bullying undertaken in Ireland. While preliminary results have been published they were based on a smaller and incomplete sample of 12–16 year olds living in Ireland. The preliminary results addressed the incidence level of cyber-bullying and that of the different subcategories of cyber-bullying (text message bullying, the sending of pictures and video clips via mobile telephones, threatening calls, emails, instant messages and abuse via social networking sites and chat rooms). However, they omitted to provide a comprehensive picture of the views held by the participants to cyber-bullying. Thus the aim of the present paper is to report more thoroughly on the thoughts and feelings that students have to cyber-bullying and the ways in which they cope when subjected to cyber-bullying. The objective is to gain an understanding of cyber-bullying from the perspective of students in order that effective strategies can be developed to prevent and counter cyber-bullying. Across the sample (n = 3004), 13.9% reported that they had been cyber-bullied within the last couple of months and 8.6% confessed to cyber-bullying others. While 29.8% were bullied both offline and online and 24.4% bullied others online and offline, the fact that one in five students were found to be involved either as a cyber-bully, cyber-victim or both reflects that cyber-bullying is a cause of great concern to students, parents and teachers due to the emotional and behavioural problems experienced by them as a result of cyber-bullying, and one that requires urgent action. The views the students hold on cyber-bullying and their implications for prevention and intervention are discussed.  相似文献   

18.
Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; Mage = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate tasks that could be completed without this explicit understanding. Approximate performance was significantly better in both age groups. A factor analysis confirmed that syntactic and approximate tasks tapped separate latent variables in kindergarten, but not in first grade. Path analyses indicated that only kindergarten approximate performance predicted overall first-grade place value understanding. These findings suggest that explicit understanding of base-10 principles develops from implicit, partial knowledge of multidigit numbers.  相似文献   

19.
This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N?=?810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical performance were used. Based on the mathematics test the students were categorized into eight performance groups. Many students had problems in both mathematics and language performance. On the whole data level reading skills were a powerful predictor for math performance, the reading factor explained 52% of the variance in the model. Hence, the reading skills focusing on understanding of the text are important in solving mathematical tasks at the end of compulsory school.  相似文献   

20.

The aim of the study was to investigate students’ views of model evaluation through the lens of personal epistemology. We developed an integrated analytical framework by combining a developmental framework, including absolutist, multiplist, and evaluatist, with a multi-dimensional framework, including limits of knowing, certainty of knowing, and criteria of knowing. Furthermore, we examined the potential influence of the question contexts and the students’ grade levels. A total of 188 secondary school students were surveyed. Students answered two sets of model evaluation questions based on two scientific contexts. After reading the information about the two models, the students had to choose from three epistemic assumptions and then provide written justifications explaining their choice of assumptions. Quantitative and qualitative analyses were conducted for the multiple-choice questions and the written responses. In both contexts there were higher percentages of 11th-grade students choosing the evaluatist assumptions than the eighth-grade students. For students choosing multiplist and evaluatist assumptions, the 11th-grade students were more likely than the eighth-grade students to think in terms of pragmatic and evidential criteria as the criteria of knowing. Different contexts of the questions evoked different views of model evaluation particularly regarding the limits of knowing. Four additional categories of epistemic levels also emerged from the data. This study provides a new framework for understanding students’ thinking about model evaluation. Implications and suggestions for future research are provided.

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