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1.
Dr Joan Solomon 《Research in Science Education》1998,28(1):153-167
Teaching technology without reference to the human need which calls for it, not only gives students the wrong idea about the
nature of technology, it also hides the importance of the testing of artifacts for operation in the relevant environment.
The research reported in this paper began with the trialing of stories designed to show the social need which triggered new
invention, in the appropriate period of history, through the eyes of contemporary children of our pupils' age. The pupils
were asked to design their working models through drawings, to construct them, and then to test and evaluate them. The model
used to understand the interplay between the ideas in the minds of pupils, and the selection process which decided on their
worthiness, is one drawn from evolutionary epistemology. Data shows that some elementary school children do recognise the
mental nature of the design activity as the combination of parts of remembered mechanisms, and the grounds for selection as
fitness for the job in the chosen environment. This approach goes some way towards distinguishing aspects of technological
education from scientific education, including the high value accorded to creativity and personal invention in technology. 相似文献
2.
The current attacks upon traditional evaluation procedures have motivated seatches for nonbiased testing procedures. Recent advances in computer technology, combined with research findings on electrophysiological (EEG) correlates of brain function, suggest that the large scale use of various computer scored EEG measures in evaluation of children with school learning problems soon may become feasible. The nature of the EEG and of the averaged evoked potential is described, and research relating these to learning disabilities is reviewed. Special attention is given to the Neurometric Test Battery developed by E. Roy John. Implications of electrophysiological measures for the field of school psychology are speculated upon. 相似文献
3.
Elaine Virginia Howes 《科学教学研究杂志》1998,35(8):877-896
In this article, I explore how a dozen high-school sophomore girls expressed their relationship to and understanding of prenatal testing, and its possible place in their lives and in the lives of others, in the context of a short unit on prenatal testing during a semester-long course in human genetics. The data come from an assignment designed to help students bring their understanding of prenatal testing into the realm of personal choice, as well as practice applying the science of chromosomal inheritance. Difference feminism is used to develop themes evident in these girls' talk about prenatal testing. The instructional choices made were based on difference feminism, which implies that girls would be interested in science that connects to human bodies, children, and traditional women's responsibilities. This claim is elaborated on and applied by this study, in which I concentrate on the question: How can difference feminism help us better to hear and comprehend high school girls' relationships with reproductive technology, their own bodies, and their own lives? I propose that focusing on girls' lives and knowledge is a way to consider alternatives in curricular content, in addition to helping us learn how to help more girls connect with science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 877–896, 1998. 相似文献
4.
Mojgan Afshari Kamariah Abu Bakar Wong Su Luan Bahaman Abu Samah Foo Say Fooi 《Technology, Pedagogy and Education》2013,22(2):235-248
As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators. 相似文献
5.
Björn Högberg Joakim Lindgren Klara Johansson Mattias Strandh Solveig Petersen 《教育政策杂志》2021,36(1):84-106
ABSTRACT Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6th and 7th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health. 相似文献
6.
Dr Denis Goodrum MS Judith Cousins Dr Adrianne Kinnear 《Research in Science Education》1992,22(1):163-169
The study attempts to identify the factors which affect teacher's reluctance to teach science, then explains an approach to
help teachers teach science in a worthwhile manner over the school year while monitoring any changes in their confidence and
competence. It was found that the condidence and competence of the teachers improved during the year such that they were able
to teach successful science lessons on a regular basis.
Specializations: primary science and technology education, curriculum development and implementation, teacher education.
Specializations: primary science curriculum, early childhood education, gender and science.
Specializations: primary science and technology education, issues related to girls in science and technology. 相似文献
7.
Danielle Herro Cassie Quigley Lorraine A. Jacques 《Technology, Pedagogy and Education》2013,22(4):485-498
ABSTRACTThis research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction. 相似文献
8.
Ernest Bavely 《Quarterly Journal of Speech》2013,99(1):56-63
Scientific analysis of any phenomenon is likely to suffer when the assumptions of methodology too rigidily restrict theory testing. This problem has arisen in the sequential analysis of social interaction. The assumptions explored center on three aspects of process—coding schemes, the nature of time, and the quality of explanations engendered by sequential analysis methodologies. 相似文献
9.
Neil Selwyn & Kate Bullon 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(4):321-332
This article reports on a study of 267 primary children (Year 2 and 6) in five schools in South and Mid Wales. It examines their use of information and communications technology (ICT) both in school and at home using a combination of interview and questionnaire data. These data reveal that although the vast majority of children are making some use of computers in school, patterns of sustained and varied engagement with ICT are rare; with educational use of computers curtailed by a variety of classroom factors. Moreover, although many children could be considered to be sophisticated and knowledgeable consumers of ICT, their outside-of-school access to technology is varied. The findings raise questions about the nature of ICT use in primary classrooms and the need to ensure meaningful and regular access to technology in school for all children. 相似文献
10.
陈海云 《南昌教育学院学报》2012,(4):116-117
娱教顾名思义就是把娱乐和教育相结合,是学生在愉悦的环境下掌握新的知识,使学生感到学习不再是枯燥乏味的。那么娱教技术就是实现娱乐教学理念的媒介,其技术性主要体现在把学生们的生活体验及乐趣同学习的目的及手段相互有效的融合在一起。通过分析娱教技术及中学信息技术教学内容的特点,探讨一下如何将娱教技术运用到中学信息技术教学中来。 相似文献
11.
12.
Krista J. Stewart-Lester 《Psychology in the schools》1982,19(1):86-91
A model of delivery of services that enables school psychologists to meet testing demands while initiating a broad range of consultative services is described. Requirements of the model include: (a) having funds available for contract testing, (b) having conferences with teachers prior to formal referral of children, and (c) having qualified contract evaluators available. Benefits, as well as obstacles to be expected in implementing the model, are discussed. 相似文献
13.
Dr David F Treagust 《Research in Science Education》1990,20(1):272-281
This paper describes, chronologically, the deliberations of a school staff in their decision-making to place technology education
in their school. The outcome of these deliberations is a curriculum model whereby objectives of technology awareness, technological
literacy, technological capability and transferable skills are integrated with all subjects in the school. The desired outcome
is that students at this school will gain a technological education by, for example, attending classes in English, Home Economics,
Mathematics, Social Studies, Science and Art. The implementation process is ongoing, is being evaluated and has already experienced
senior staff changes and industrial disruption without loss of vigour or intent.
Specializations: diagnosis of student learning and teaching for conceptual change, technology education, curriculum evaluation. 相似文献
14.
逻辑覆盖是设计白盒测试方案的一种技术,白盒测试是软件测试技术的一种动态方法,是针对被测单元内部是如何进行工作的测试,是以覆盖测试与路径测试为基本策略。重点介绍白盒测试中的常用测试方法,并通过实例介绍实际运用白盒测试的技术。 相似文献
15.
16.
Andreja Braj&#x;a‐
ganec Marina Merka&#x; Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258
The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement. 相似文献
17.
徐卫良 《佳木斯教育学院学报》2012,(6):276+284
本文从职业院校学生心理危机产生的原因分析入手,对职业院校学生心理危机干预中的若干理论和实践问题进行了初步探讨,为提高职业院校学生心理危机干预的专业化水平有较好的现实指导意义。 相似文献
18.
Educational technology research and development - 相似文献
19.
中学生自我概念与心理健康研究 总被引：3，自引：0，他引：3
采用《田纳西自我概念量表》和《中学生心理健康量表》对重庆市两所中学305名学生进行调查,探讨中学生自我概念与心理健康影响因素及其相互关系。结果表明:中学生具有较积极的自我概念,但心理健康状况不容乐观。心理健康问题突出表现在情绪不平和学习压力两个方面,其次是焦虑和人际关系紧张与敏感;自我概念正向因子与心理健康问题呈负相关,负向因子与心理健康问题呈正相关;心理自我、社会自我、自我批评、家庭自我、自我满意对心理健康问题有显著的预测作用。 相似文献
20.
王铁滨 《通化师范学院学报》2007,28(2):27-30
随着面向对象开发思想广泛应用到大规模的软件中,相应的对面向对象软件测试技术也提出了新的更高的要求.面向对象软件测试技术与传统软件测试相比,在测试步骤上基本相同,但是测试的思想截然不同,它的测试重点放在了类的测试问题上,与传统的单元测试相对应.因此,重点研究和探索了在类测试阶段,对于基于OSD动态状态测试模型的构造方法及其应用. 相似文献