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1.
Anand K. Bachhawat 《Resonance》2006,11(8):22-40
An important hallmark of biological research is the aspect of ‘comparisons’. As the complete genome sequences of numerous
organisms have become available, the emphasis in biology has shifted to comparisons at the genome level. Indeed, the last
few years have witnessed an exponential rise in the number of organisms whose complete genome has been sequenced, and we are
still climbing up the graph. The present article, a primer, explains how one can extract a great deal of information from
such analyses that is of great value in our research. The subject of comparative genomics impinges on evolutionary biology
and phylogenetic reconstructions of the tree of life, drug discovery programs, function predictions of hypothetical proteins
and genes, regulatory motifs and other non-coding DNA motifs, and genome flux and dynamics. Finally the article describes
how the information one can extract from a comparative analysis of genomes depends to a large extent, on the specific aspect
of the genomes that is being compared and the phylogenetic distances of the organisms involved. 相似文献
2.
James J. Smith Kendra Spence Cheruvelil Stacie Auvenshine 《CBE life sciences education》2013,12(3):542-552
Phylogenetic trees provide visual representations of ancestor–descendant relationships, a core concept of evolutionary theory. We introduced “tree thinking” into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is “better”; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor–descendant relationships. A pre–post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam''s razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor–descendant relationships. 相似文献
3.
数学认知:脑与认知科学的研究成果及其教育启示 总被引：6，自引：0，他引：6
数学认知是人类最重要的高级认知功能之一。脑与认知科学的最新研究结果表明,数学认知是一个多成分、多系统的复杂认知系统,既有种系进化的基础,也与个体发展与学习有关。数学认知依赖于一个大范围的皮层支持网络,包括顶叶、额叶与颞叶的部分区域。尤其是顶叶皮层,在数学认知障碍与数学学习过程中均有重要作用。这充分表明,语言与视觉空间功能对于数学认知具有重要意义。上述研究成果对于科学地认识学生的数学学习、基础数学教育的方式方法、数学教育评价等问题均有重要启示。 相似文献
4.
Michael A. Faia 《Research in higher education》1976,4(3):235-246
In America, the problem has persisted for at least a century: Are teaching and research mutually supportive, or do they tend to detract from one another? The empirical literature (due largely to measurement problems) provides an ambiguous answer, although the more recent studies have produced fairly consistently negative results. Role complementarity may depend on a range of social structural conditions, such as time allocation, whether or not roles are highly specialized, and the values around which roles are organized. In addition, the process of “compensatory selection” may reduce role complementarity as teacher/researchers move through their careers. Data for this study suggest that teaching and research tend to be mutually supportive, especially at schools where research is not emphasized. 相似文献
5.
Conclusions The main feature of Piaget & Garcia's study (1989) is the overture of a new field of research within the Piagetian framework, namely the comparative study of individual and historical development.During the 80's, several alternative models have been offered to account for the relations between individual and historical development. However, it has been suggested that there [...] appears to be widespread agreement among Piagetians and non-Piagetians that common mechanisms and processes underlie the thinking of scientists and children at all times (Gauld 1990, p. 24–5).The development of this field of research demands that theoretical research be conducted regarding the possible patterns of relationship between individual and historical development, that should be integrated to comparative empirical research on diverse topics. Further studies would then be required to provide an empirical basis for the comparative research. In other words, this field of research demands the close collaboration between epistemologists, historians, science educators, and cognitive psychologists.We have suggested that the Piagetian model needs to provide a more convincing account of the differences between individual and historical development, and of the role of internal and external factors in the progress of science. We have also argued for an overcoming of the overemphasized structural aspects of the theory, and for an unambiguous concept of history.The non-Piagetian approaches have their own strength and may be developed as alternatives to the Piagetian model. However, our intention here is to emphasize their potential contribution to the development of Piaget's theory. In McCloskey and Kargon (1988) we may find hints to deal with the specificity of similarities in content. Nersessian (1987) provided an excellent insight on how to deal with Kuhn's concept of incommensurability. 5 In our interpretation, Carey's work suggest that considering the relation between content and development of structures may be a productive way of developing Piaget's theory.Finally, we would like to comment on the relationship between Piaget's theory and research on students' thinking in science. Both adopt a constructivist stance. However, the vast majority of researchers have developed a strong resistance to Piaget's theory (e.g. Novak 1978; Gilbert and Swift 1985). On the one hand, this resistance should be considered a natural and healthy tendency toward a pluralistic development of research in science education. On the other hand, it may be a consequence of the difficulty of Piaget's theory in coping with the main research findings on spontaneous reasoning. In short, while many researchers in science education have emphasized the persistence of children's, adolescents' and adults' alternative conceptions, Piaget's theory suggests that reaching the formal stage is a necessary condition to understand science. This contradiction will not be overcome while Piagetian researchers are not able to offer a better account of the differences between commonsense knowledge and scientific knowledge. Freed from the constraints of the Piagetian approach, research on alternative conceptions showed an amazing development during the late 70's and the 80's. 6,7 Further progress, however, increasingly requires theoretical tools to manage the great amount of data already available, and models to explain, rather than just describe, individuals' thought. This task can be carried out from within different theoretical approaches. In Psychogenesis and the History of Science, Piaget and Garcia presented an updated and strong model for the relationship between individual and historical development. If used in an open-minded way, this model may contribute to the development of research in science education.This study was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico/Brazil. 相似文献
6.
F. Nile Harper 《Religious education (Chicago, Ill.)》2013,108(5):390-398
ABSTRACT The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an ?evaluation and interpretative comment which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and are used by permission of that periodical. The abstract number is Volume 30, Number 2, April 1956. 相似文献
7.
Toward a science for and of the people: promoting civil society through the application of developmental science 总被引：4，自引：0，他引：4
Applied developmental science (ADS) is scholarship that seeks to advance the integration of developmental research with actions-policies and programs-that promote positive development and/or enhance the life chances of vulnerable children and families. Through this integration ADS may become a major means to foster a science for and of the people. It may serve as an exemplar of the means through which scholarship, with community collaboration, may contribute directly to social justice. In so doing, ADS helps shift the model of amelioration, prevention, or optimization research from one demonstrating efficacy to one promoting outreach. When this contribution occurs in the context of university-community partnerships, ADS may serve also as a model of how higher education may engage policy makers, contribute to community capacity to sustain valued programs, and maintain and perpetuate civil society through knowledge-based, interinstitutional systems change. 相似文献
8.
Interdisciplinary work is increasingly becoming a larger expectation in research and teaching. Moreover, prominent kinesiologists have proposed interdisciplinary research as a solution to perceived and/or real fragmentation issues that have developed within the field and across, and even within the various subdisciplines. For such an important topic, however, there is a lack of research surrounding interdisciplinary research in kinesiology. This may be due to the ambiguity surrounding interdisciplinary research, an often misunderstood and misapplied concept with deep philosophical roots. The purpose of this article is to help those in kinesiology understand and use interdisciplinary concepts in their work. Toward this end, the article provides an overview of the literature and suggests kinesiology-specific definitions for interdisciplinary and intradisciplinary research. Additionally, the article gives examples of interdisciplinary research projects. Finally, the article will expand beyond scholarship and explore the importance of interdisciplinary teaching and service as well. 相似文献
9.
Chicks whose primary source of visual stimulation during rearing was in the form of human caretakers showed significantly shorter durations of tonic immobility. Birds with only human visual exposure were also more likely to behave in affiliative ways toward the experimenter than were birds from the other rearing groups. Birds reared in a similar manner but tested for tonic immobility in the absence of the experimenter failed to show an effect. The results are discussed in terms of the phylogenetic generality of ontogenetic-dependent reactivity to humans, and the possibility that the ecological validity of experimental studies in which animals are reared in isolation from conspecifics, or otherwise become socialized to humans, may be compromised. 相似文献
10.
Geoffrey Walford 《British Journal of Sociology of Education》1983,4(3):241-254
The Swinnerton‐Dyer Report of the Working Party on Postgraduate Education bases its recommendations on meeting the manpower needs of society. It largely omits from consideration the contribution to research and knowledge that postgraduates may make while working towards research degrees.
This article uses interview and observational data from a study of postgraduate research students in physics to attempt to predict the possible effects on university research of any reductions in the number of postgraduate students. It is argued that manpower needs is only one of a number of criteria which need to be used in any consideration of future postgraduate numbers. 相似文献
11.
Xin Pan Jian-cheng Qi Ming Long Hao Liang Xiao Chen Han Li Guang-bo Li Hao Zheng 《Journal of Zhejiang University. Science. B》2010,11(10):771-778
The close phylogenetic relationship between humans and non-human primates makes non-human primates an irreplaceable model
for the study of human infectious diseases. In this study, we describe the development of a large-scale automatic multi-functional
isolation chamber for use with medium-sized laboratory animals carrying infectious diseases. The isolation chamber, including
the transfer chain, disinfection chain, negative air pressure isolation system, animal welfare system, and the automated system,
is designed to meet all biological safety standards. To create an internal chamber environment that is completely isolated
from the exterior, variable frequency drive blowers are used in the air-intake and air-exhaust system, precisely controlling
the filtered air flow and providing an air-barrier protection. A double door transfer port is used to transfer material between
the interior of the isolation chamber and the outside. A peracetic acid sterilizer and its associated pipeline allow for complete
disinfection of the isolation chamber. All of the isolation chamber parameters can be automatically controlled by a programmable
computerized menu, allowing for work with different animals in different-sized cages depending on the research project. The
large-scale multi-functional isolation chamber provides a useful and safe system for working with infectious medium-sized
laboratory animals in high-level bio-safety laboratories. 相似文献
12.
Karen L. Webber 《Higher Education》2012,64(5):709-729
Similar to trends in postsecondary education across the world, today’s US universities are an increasing mix of native and foreign-born scholars. US institutions are experiencing a growing number of international faculty members, but there is limited literature examining foreign-born faculty who work in US institutions and how outputs from foreign-born faculty compare to US-born natives. Using data from the 2004 National Survey of Postsecondary Faculty (NSOPF:04), this study examines difference in faculty members’ research productivity at doctoral-granting institutions by foreign/US-born status controlling for select individual and institutional characteristics. Findings show that foreign-born faculty members spend more time on research and less time on undergraduate instruction than US-born peers, and this may contribute to their higher levels of production. Implications are discussed that consider how to ensure diverse faculty communities that lead to strong research and knowledge production. 相似文献
13.
Fink Maximilian C. Radkowitsch Anika Bauer Elisabeth Sailer Michael Kiesewetter Jan Schmidmaier Ralf Siebeck Matthias Fischer Frank Fischer Martin R. 《Educational technology research and development : ETR & D》2021,69(2):809-841
Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.
相似文献14.
Edmundo Gonzalez 《Religious education (Chicago, Ill.)》2013,108(4):313-314
The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious eduction are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 29, Number 5 October, 1955. 相似文献
15.
Alan J. Bishop 《Educational Studies in Mathematics》1980,11(3):257-269
This paper examines the interface between two sets of psychological constructs. One set concerns the visual/spatial field and the other, mathematics education. But rather than do a conceptual analysis or report an empirical investigation, I have chosen to review the different research emphases which have contributed to knowledge in this area, and to describe what they can, or cannot, offer the mathematics educator. I show that this literature does contain many potentially fruitful ideas and approaches which we in mathematics education can use either in the classroom, or to guide our own research efforts. Also it will be seen that the goals of research psychologists may lead them in a direction which is away from our concerns, and that therefore we must exercise caution and keen judgement in selecting those ideas and approaches which will enable us to develop our own field. 相似文献
16.
Morgan Gardner 《Educational Action Research》2018,26(2):205-219
While participatory action research’s (PAR) democratic and social justice principles promote team member involvement across the research, collaborative team writing for publication is not standard practice. Peer-reviewed publications are predominately written by academic team member(s), and may include varied but often limited, co-authorship from youth, teachers and/or community team members. Drawing from narrative approaches, this paper narrates a youth-adult PAR team’s movement from a sense of distance and distaste towards academic writing to experiencing writing for publication as a process of transformative team engagement. In doing so, this account offers a story of possibility and agency for teams considering this facet of democratic youth-adult PAR team work. 相似文献
17.
Kaz Stuart Mette Bunting Pete Boyd Paul Cammack Peter Hornbæk Frostholm David Thore Graveson 《Educational Action Research》2020,28(3):362-382
ABSTRACT The Marginalisation and Co-created Education (MaCE) project was developed between the University of Southern Norway, VIA University in Denmark and the University of Cumbria in the UK and funded by Erasmus+. The project aims to co-create proposals to achieve an equitable and socially just education system through participative action research with ‘Early School Leavers’. This paper establishes a conceptual framework called ‘Equalities Literacy’ that evolved from the first action research cycle of the project. The framework is informed by the practice experience and theoretical knowledge of the international and interdisciplinary research team. It is applied to one youth narrative in this paper to illustrate its efficacy in revealing socio-cultural in/equalities. The Equalities Literacy framework is proposed to challenge and inform practice and further research. Further, the ‘Indirect Approach’ is introduced and located within action research as a participatory methodology that other researchers may wish to adopt. 相似文献
18.
Valéria Ghisloti Iared Haydée Torres de Oliveira Alan Reid 《Environmental Education Research》2017,23(9):1273-1290
In this paper, we reflect on a study in Brazil’s Cerrado that attempts to address a lack of attention to an aesthetic dimension in environmental education practice and research. We start by tracing this lack to the overvaluing of the cognitive sphere in the educational process, noting its echo in the low aesthetic value attributed to the Cerrado biome. Then, through reflecting on an empirical, interview based study of sensations, perceptions and feelings evoked by aesthetic experiences in the Cerrado, we draw on insights from a hermeneutic phenomenological approach to identify key themes for environmental education research and practice in this regard. These include: recognising the singularity of experience; attending to the qualities of experience; acknowledging the value/s of ‘lighter’ and ‘darker’ experiences; and deepening emotions and verbal communication. In our final considerations, we discuss the limitations of the study, alongside new directions in studies of perception, experience, aesthetics and pedagogy that may also advance attention to an aesthetic dimension in environmental education practice and research. 相似文献
19.
Mike Radford 《牛津教育评论》2013,39(5):505-520
The dominant discourse in research, management and teaching is one that may loosely be characterised as that of prediction and control. The objective of research is to identify causal correlations within policy, management, teaching strategies and educational outcomes that are sufficiently robust as to be able to predict outcomes and make generalisations across practice. With the construction of a cumulative bank of evidence, given clearly specified educational outcomes, we might see research as supporting the improvement of schools towards ‘effective’ or ‘best’ practice. This discourse assumes that education, though complicated, nevertheless takes place within a bounded system of relatively stable, linear and balanced causal interactions. This perspective on schooling may be understood as the ‘prediction/control’ paradigm. This paper explores the possibility of an alternative perspective, one that is based on principles derived from complexity theory and which may be referred to as the ‘complexity’ paradigm. Under this paradigm schools are seen as open systems, subject to non‐linear and dynamic interactions among the multiple factors of which they are constituted, and often unpredictable. This paradigm, it is argued, is subversive of our ambitions to prediction and control. Researchers need to look to formal enquiry methods adopted in relation to other sites of complexity. In the meantime practitioners and researchers may benefit from various conceptualisations to which complexity theory gives rise, i.e. those of recursive symmetries, attractor states, sensitivity at bifurcation points and the phenomenon of ‘lock in’. 相似文献
20.
Leah Strigler 《Journal of Jewish Education》2013,79(3):325-333
Each year, the Journal of Jewish Education will publish an annotated bibliography of research in Jewish education that has been produced in the past year. (The first update includes research produced from 2003–2005.) Criteria for listing in the annual update include that the research contains data relevant to Jewish education and that a report on the research is available to scholars, either online or through the author and/or sponsoring agency. Researchers and institutions wishing to have research reports included in future Research Updates may submit information about how to access the research reports to JournalofJEd@aol.com. 相似文献