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1.
《Literacy》1983,17(1):61-63
Books reviewed in this article: Althea. Althea's History Series: Dinosaur's Book of Dinosaurs Althea. Althea's Nature Series: Ducks and Drakes Althea. Dinosaur's Althea Books: When Uncle Bob Died Althea. I Can't Talk Like You Hugh Lewin. Jafta Hugh Lewin. Jafta — My Mother Ruth Silcock. Posy and Sam Althea. Desmond Starts School Arnold, Helen. Listening to Children Reading Hendry, Alastair (Ed.) Teaching Reading: the Key Issues 相似文献
2.
《Journal of moral education》2012,41(3):162-169
Abstract There is a fundamental gap between people's assertions as to what is right or wrong and their actual behaviour. This has been traditionally attributed to akrasia or weakness of the will. This paper examines this concept, and the related positive concept of KRAT, and considers what moral education can do about it. Claims by R.B. Braithwaite and others that religious traditions can provide reinforcement are examined and attention is directed to some important qualifications. The implications for moral education are considered, and it is argued that attempts by moral educationists to get to grips with this weakness must involve their own participation in moral debate and in decisions concerning the moral ethos of society. Anyone who observes human behaviour through moral spectacles soon discovers that there is a significant gap between people's assertions as to what is right or wrong and their actual behaviour. This gap is traditionally attributed to akrasia or weakness of the will. Any attempt to get to grips with moral education must (a) take cognizance of this phenomena and (b) consider what, if anything, can be done about it. In this paper I aim to do three things: (i) to draw attention to some significant factors associated with akrasia, (ii) to explore claims that religious traditions can help to overcome such weakness and (iii) to draw some general conclusions from these points for moral education. 相似文献
3.
Brian E. Potter 《The Journal of environmental education》2013,44(4):54-59
Abstract Toxics Release Inventory Package , by the National Science Teachers Association. Arlington, VA. 1999. Boxed Set. $35.00. ISBN 0-87355-171-0. Introduction to Environmental Geology , by Edward A. Keller. Upper Saddle River, NJ: Prentice-Hall. 1999. Softcover. 383 pages. $50.00. ISBN 0-02-363290-9. The National Environmental Policy Act: An Agenda for the Future , by Lynton Keith Caldwell. Bloomington: Indiana University Press. 1999. Clothbound. 272 pp. $29.95. ISBN 0-253-33444-6. The Complete Guide to Environmental Careers in the 21st Century , edited by Kevin Doyle for The Environmental Careers Organization. Washington, DC: Island Press. 1999. Paperback. 280 pages. $17.95. ISBN 1-55963-586-X. Garbage, Trash, and Refuse: Problems and Issues, an Extended Case Study for the Investigation and Evaluation of Community-Based Solid Waste Issues , by Harold R. Hungerford, William J. Bluhm, and Austin Winther. Champaign, IL: Stipes Publishing Company. 1999. Spiralbound. 183 pages. ISBN 0-87563-880-5. Threatened and Endangered Animals, an Extended Case Study for the Investigation and Evaluation of Issues Surrounding Threatened and Endangered Animals of the United States, Teachers Edition , by Harold R. Hungerford, David Hagengruber, and William J. Bluhm. Champaign, IL: Stipes Publishing Company. 1999. Spiralbound. 192 pages. ISBN 0-87563-874-0. The Environment: Principles and Applications , by Chris Park. New York: Routledge. 1997. Paperback. 598 pp. $35.00. ISBN 0-415-12200-7. 相似文献
4.
Arthur Arnold 《Children‘s Literature in Education》1988,19(2):80-85
Prior to early retirement, Arthur Arnold was Head of Community and Teaching Studies at Bradford College in the U. K. His book,Children, Animals and Books—The Historical and Social Significance of Animals in Children's Literature, is forthcoming (Croom Helm). He has also written novels for teenagers. Mr. Arnold's article in defense of the wolf appears inCLE, Summer, 1986. 相似文献
5.
Trevor Cooper 《Pastoral Care in Education》2013,31(4):30-37
Mary James, University of Cambridge Institute of Education, The Pastoral and the Academic: Conflict and Contradiction in the Curriculum, Sally Power. London: Cassell, 1996. 164pp. hb ISBN 0 304 33223 2, £40.00, pb ISBN 0 304 33225 9, £12.99 Deborah Braithwaite, Support Service (EBD), Chatham, Kent, Managing Behaviour in the Primary School, J. Docking. London: David Fulton, 1996. 160pp. pb ISBN 1 85346 397 3, £13.99 Val Golightly, Sutton Primary School, Sutton, Cambridgeshire, Quality Circle Time in the Primary School, by Jenny Mosley. Wisbech: LDA, 1996. 255pp. pb ISBN 1 85503 299 5, £19.95 Janet Edwards, Centre for Citizenship Studies in Education, School of Education, Leicester University, Today's Child, Tomorrow's Adult, edited by Tim Khan. Coventry: Community Education Development Centre, 1995. 47pp. pb ISBN 0 9477607 24 2, £7.50 plus 10% p&;p Janet Edwards, Centre for Citizenship Studies in Education, School of Education, Leicester University, Bringing Learning to Life: Involving the Community in the National Curriculum, by David Howe and Joan Wilson. Coventry: Community Education Development Centre, 1995. 72pp. pb ISBN 0 947607 21 8, £9.95 plus 10% p&;p Richard Byers, University of Cambridge Institute of Education, Adding Value? Schools' Responsibility for Pupils' Personal Development, edited by Sally Inman and Martin Buck. Stoke on Trent: Trentham Books, 1995. 182pp. pb ISBN 1 85856 044 6, £12.95 相似文献
6.
ABSTRACTThe arts animate learning because they are inherently experiential and because of their potential to develop creative and critical thinking skills in students. These same skills are valued in science, technology, engineering, and math (STEM) education, but the arts have not been consistently included in STEM lessons. We transformed our STEM programming into STEAM programming (STEM plus arts) by creating an innovative partnership between two informal learning environments, the Braithwaite Fine Arts Gallery and the Garth and Jerri Frehner Museum of Natural History at Southern Utah University. The partnership resulted in a STEAM learning program that integrated art and science for K-12 students. We incorporated an art exhibition, a hands-on lesson in art, and an immersive lesson in science that culminated in a student project that merged concepts from both art and science. Through programs each fall from 2012 through 2014, we helped over 6,000 students from southern Utah use concepts from art to deepen their understanding of caterpillar defenses, fish ecomorphology, and pollinator biology. 相似文献
7.
Nie SP Wang X Qiao SB Zeng QT Jiang JQ Liu XQ Zhu XM Cao GX Ma CS 《Journal of Zhejiang University. Science. B》2010,11(12):895-904
Objective: Angiogenic therapy is emerging as a potential strategy for the treatment of ischemic heart disease but is limited by a relatively short half-life of growth factors.Fibrin glue (FG) provides a reservoir for controlledrelease of growth factors.The aim of this study was to evaluate the effects of basic fibroblast growth factor (bFGF) incorporating FG on angiogenesis and cardiac performance in a canine infarct model.Methods: Acute myocardial infarction was induced by ligation of the left anterior descending coronary artery (LAD).Group I (n=6) underwent ligation of LAD alone.In Group II,transmural channels were created in the infarct area (n=6).In Group III,nontransmural channels were created to locate FG cylinders containing bFGF (n=6).Eight weeks after operation,myocardial perfusion was assessed by single photon emission computed tomography,cardiac function by echocardiography,and vascular development by immunohistochemical staining.Results: Total vascular density and the number of large vessels (internal diameter ≥50 μm) were dramatically higher in Group III than in Groups I and II at eight weeks.Only the controlled-release group exhibited an improvement in regional myocardial perfusion associated with lower defect score.Animals in Group III presented improved cardiac regional systolic and diastolic functions as well as global systolic function in comparison with the other two groups.Conclusions: Enhanced and sustained angiogenic response can be achieved by controlled-release bFGF incorporating FG within transmyocardial laser channels,thus enabling improvement in myocardial perfusion and cardiac function. 相似文献
8.
Charles S. Pendleton 《Peabody Journal of Education》2013,88(2):118-119
Practice Lessons in English. By Willis L. Uhl and Luzia E. Hatz. New York: The Macmillan Co., 1927. Paper bound. Pp. viii + 91. Chemical Calculations. By Ernest L. Dinsmore. Yonkers, N. Y.: Globe Book Co., 1927. Pp. vi + 182. Price, 90 cents. Our Surroundings. By Arthur G. Clements, Morton C. Collister, and Ernest L. Thurston. Syracuse, N. Y.: Iroquois Publishing Co., 1928. Pp. xii + 628. Do Americans Really Value Education? By Abraham Flexner. Cambridge: Harvard University Press, 1927. Pp. 49. Study‐Guide Tests in American History. Parts I and II. By M. J. Stormzand, New York: The Macmillan Co., 1927. Paper bound. Pp. 110. The Social Composition of Boards of Education. By George S. Counts. Chicago: University of Chicago Press, 1927. Pp. x + 100. New York at School. By Josephine Chase. New York: Public Education Association, 1927. Pp. xii + 268. Measuring Motor Ability. By David K. Brace (University of Texas). New York: A. S. Barnes &; Co., 1927. Pp. vii + 138. Price, $2. A Brief History of Physical Education. By Emmett A. Rice (Normal College of the American Gymnastic Union). New York: A. S. Barnes &; Co., 1926. Pp. xxiv + 176. Price, $2. George Rogers Clark. By Ross P. Lockridge. Yonkers, N. Y.: World Book Co., 1927. Pp. xxii + 210. Price, $1.20. The Earth and Its Rhythms. By Charles Schuchert (Yale) and Clara M. Le Vene (Yale). New York: D. Appleton &; Co., 1927. Pp. xvi + 410. Price, $4. The Boy's Book of Experiments. By A. Frederick Collins. New York: Thomas Y. Crowell Co., 1927. Pp. xi + 315. Price, $2. The School Board Member. By John C. Almack (Stanford University). New York: The Macmillan Co., 1927. Pp. xii + 281. Price, $1.50. Human Waste in Education. By Anna Yeomans Reed (New York University). New York: The Century Co., 1927. Pp. xxviii + 449. Price, $2.50. Days Before History. By H. R. Hall. New York: Thomas Y. Crowell Co., 1927. Pp. 159. Price, $1.25. Newson Readers—Primer; Books I, II, III; Teachers' Manuals for1 the Primer and Book I. By Catherine T. Beyce, Rose Lees Hardy, and others. New York: Newson &; Co., 1927. Good English in Speaking and Writing. By Nell, J. Young and Frederick W. Memmott. New York: D. Appleton &; Co., 1925–1926. Five volumes. Your School and You. By Walton B. Buss. Boston: Allyn &; Bacon, 1927. Pp. x + 248. Price, $1.20. Modern Experimental Chemistry. By Herbert R. Smith and Harry M. Mess. New York: Henry Holt &; Co., 1927. Pp. xviii + 204. The Organization of State Departments of Education. By Henry B. Schrammel. Columbus, Ohio: Ohio State University Press, 1926. Pp. xiv +166. Price, $1.50. Teacher's Manual for History of America. By Carl Russell Fish. New York: American Book Co., 1927. Pp. viii + 56. The Nature Almanac. By Arthur Newton Pack and E. Laurence Palmer. Washington, D. C.: The American Nature Association, 1927. Pp. viii + 312. Price, $1. Introductory Chemistry. By Neil E. Gordon (University of Maryland). Yonkers, N. Y.: The World Book Co., 1927. Pp. xx + 608. The Science of Animal Life. By William M. Barrows. Yonkers, N. Y.: The World Book Co., 1927. Pp. x + 389. Tennyson's Idylls of the King. Edited by Elizabeth Nitchie (Goucher College). New York: Macmillan Co., 1928. (The Modern Readers' Series.) Pp. 378. The twelve Idylls, with notes. Illustrated. An attractive text. Contemporary Essays. Edited by William Thomson Hastings (Brown University). Boston: Houghton Mifflin Co., 1928. Pp. 417. America's Roots in the Past. By Daniel J. Beeby and Dorothea Beeby. New York: Charles E. Merrill &; Co., 1927. Pp. vii + 424. The Book of Games. By William Byron Forbush and Harry R. Allen. Philadelphia: John C. Winston Co., 1927. Pp. 327. Minimum Essentials of Mathematics. By Daniel W. Werremeyer and Charles H. Lake. Newark, N. J.: Silver, Burdett &; Co., 1927. Pp. x + 244. Conduct of Physical Activities. By Wilbur P. Bowen (Michigan State Normal College). New York: A. S. Barnes &; Co., 1927. Pp. iv + 173. Price, $2. Soil Mineralogy. By Frederick A. Burt (A. and M. College of Texas). New York: D. Van Nostrand Co., 1927. Pp. vii + 82. Price, $1.50. “One Thousand and One”—The Blue Book of New Theatrical Films.” Edited by Nelson L. Greene and others. Chicago: The Educational Screen, 1927. Pp. 132. Price, 75 cents. Hygiene. By Florence L. Meredith, M.D. Philadelphia: P. Blakiston's Son &; Co. Pp. 732. Science of Animal Life. By William Morton Barrows. New York: World Book Co., 1927. Pp. x + 389. Price, $1.76. A Modern School Atlas. By George Philip and W. R. McConnell. New York: D. Appleton &; Co., 1928. The Junior College. By William Martin Proctor. Stanford University, Cal.: Stanford University Press, 1927. Pp. x + 226. Price, $2.50. Animals We Know. By Bess M. Young. New York: Thomas Nelson &; Sons, 1927. Pp. 96. 相似文献
9.
Francis Wagaba David F. Treagust A. L. Chandrasegaran Mihye Won 《Research in Science & Technological Education》2016,34(3):253-272
Background: Enhancing students’ metacognitive abilities will help to facilitate their understanding of science concepts.
Purpose: The study was designed to conduct and evaluate the effectiveness of a repertoire of interventions aimed at enhancing secondary school students’ metacognitive capabilities and their achievements in science.
Sample: A class of 35 Year 9 students participated in the study.
Design and methods: The study involved a pre-post design, conducted by the first author as part of the regular designated science programme in a class taught by him.
In order to enhance the students’ metacognitive capabilities, the first author employed clearly stated focused outcomes, engaging them in collaborative group work, reading scientific texts and using concept mapping techniques during classroom instruction. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and post-test results of two metacognitive questionnaires, the Metacognitive Support Questionnaire (MSpQ) and the Metacognitive Strategies Questionnaire (MStQ), and data from interviews. In addition, pre-test and post-test scores were used from a two-tier multiple-choice test on Light.
Results: The results showed gains in the MSpQ but not in the MStQ. However, the qualitative data from interviews suggested high metacognitive capabilities amongst the high- and average-achieving students at the end of the study. Students gains were also evident from the test scores in the Light test.
Conclusion: Although the quantitative data obtained from the Metacognitive Strategies Questionnaire did not show significant gains in the students’ metacognitive strategies, the qualitative data from interviews suggested positive perceptions of students’ metacognitive strategies amongst the high- and average-achieving students. Data from the Metacognitive Support Questionnaire showed that there were significant gains in the students’ perceptions of their metacognitive support implying that the majority of the students perceived that their learning environment was oriented towards the development of their metacognitive capabilities. The effect of the metacognitive interventions on students’ achievement in the Light test resulted in students displaying the correct declarative knowledge, but quite often they lacked the procedural knowledge by failing to explain their answers correctly. 相似文献
10.
《The International Journal of Art & Design Education》2004,23(2):217-224
Book reviewed: Ghislaine Wood Essential Art Deco Julian Spalding The Eclipse of Art: Tackling the Crisis in Art Today Edited by Grierson and Mansfield The Arts in Education: Critical Perspectives from Aotearoa New Zealand Martin Wenham Understanding Art A Guide for Teachers Karen Raney Art in Question 相似文献
11.
Jan Green 《Pastoral Care in Education》2013,31(3):34-38
Books reviewd R. Klein, Defying Disaffection: How Schools are Winning the Hearts and Minds of Reluctant Students C. Wright, D. Weekes and A. McGlaughlin, ‘Race’, Class and Gender in Exclusion from School S. Decker, S. Kirby, A. G. Wood and D. Moore, (eds) Taking Children Seriously: Applications of Counselling and Therapy in Education Denis Lawrence, Teaching with Confidence: A Guide to Enhancing Teacher Self-Esteem J. Elliott and M. Place, Children in Difficulty: A Guide to Understanding and Helping 相似文献
12.
《Higher Education Quarterly》1993,47(2):190-202
APEL, CATS and All That Experiential Learning: Assessment and Accreditation Empowerment through Experiential Learning Politics and Problems in British Vocational Education and Training The Politics of the Training Market: from Manpower Services Commission to Training and Enterprise Councils Continuing Education: Forwards to the Past?Visions of Post-Compulsory Education The Learning University: towards a new paradigm? An Encyclopediac Review The Encyclopedia of Higher Education 相似文献
13.
《British Journal of Special Education》2000,27(4):207-214
Books reviewed:
Suzanne E., Wade Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators
David, Abbott, Jenny, Morris and Linda, Ward Disabled Children and Residential Schools: A Study of Local Authority Policy and Practice
Neville, Harris, Karen, Eden and Ann, Blair Challenges to School Exclusion
Pamela, Munn, Gwynedd, Lloyd and Mairi, Ann Cullen Alternatives to Exclusion from School
D. O., Braithwaite and T. L., Thompson Handbook of Communication and People with Disabilities Research and Application
Judith, Ackroyd Literacy Alive
Paul, Croll and Diana, Moses Special Needs in the Primary School: One in Five?
Sheila, Wolfendale Special Needs in the Early Years: Snapshots of Practice
Deirdre, Martin Teaching Children with Speech and Language Difficulties
S., Janert Reaching the Young Autistic Child: Reclaiming Non-Autistic Potential through Communicative Strategies and Games
Anita, Keates Dyslexia and Information and Communications Technology: A Guide for Teachers and Parents 相似文献
Suzanne E., Wade Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators
David, Abbott, Jenny, Morris and Linda, Ward Disabled Children and Residential Schools: A Study of Local Authority Policy and Practice
Neville, Harris, Karen, Eden and Ann, Blair Challenges to School Exclusion
Pamela, Munn, Gwynedd, Lloyd and Mairi, Ann Cullen Alternatives to Exclusion from School
D. O., Braithwaite and T. L., Thompson Handbook of Communication and People with Disabilities Research and Application
Judith, Ackroyd Literacy Alive
Paul, Croll and Diana, Moses Special Needs in the Primary School: One in Five?
Sheila, Wolfendale Special Needs in the Early Years: Snapshots of Practice
Deirdre, Martin Teaching Children with Speech and Language Difficulties
S., Janert Reaching the Young Autistic Child: Reclaiming Non-Autistic Potential through Communicative Strategies and Games
Anita, Keates Dyslexia and Information and Communications Technology: A Guide for Teachers and Parents 相似文献
14.
《Journal of Research in Reading》1993,16(1):73-75
Book reviewed in this aticle: APPLEYARD, J.A. (1990) Becoming a Reader: the Experience of Fiction from Childhood to Adolescence. CHAMBERS, AIDAN (1991) The Reading Environment. ANDERSON, J. with contributions from CHEETHAM, A., GRICE, R. and MARSHALL, B. (1991) Technology and Adult Literacy. BESNER, D. and HUMPHREYS, G.W. (1991) Basic Processes in Reading: ViSUal Word Recognition. FARNHAM-DIGGORY, S. (1 992) The Learning-Disabled Child FIELD, T. (1990) Infancy. MCLANE, J.B. and MCNAMEE, G.D. (1990) Early Literacy. FARNHAM-DIGGORY, S. (1990) Schooling. 相似文献
15.
《History of education quarterly》2005,45(2):274-329
Book Reviewed in this Article: Candy Gunther Brown. The Word in the World: Evangelical Writing, Publishing, and Reading in America, 1789–1880. Chapel Hill: University of North Carolina Press, 2004. 352pp. Julie Des Jardins. Women and the Historical Enterprise in America: Gender, Race, and the Politics of Memory, 1880–1945. Chapel Hill: University of North Carolina Press, 2003. 380pp. Sylvia Paletschek and Bianka Pietrow‐Ennker, eds. Women's Emancipation Movements in the Nineteenth Century: A European Perspective. Stanford: Stanford University Press, 2004. 448pp. Rodney Koeneke. Empires of the Mind: I.A. Richards and Basic English in China, 1929–1979. Stanford: Stanford University Press, 2004. 272pp. Karl‐Heinz Füssl. Deutsch‐amerikanischer Kultzlraustausch im 20. Jahrhundert: Bildung—Wissenschaf—Poolitik. Frankfurt am Main and New York: Campus Verlag, 2004. 325pp. David C. Engerman. Modernization from the Other Shore: American Intellectuals and the Romance of Russian Development. Cambridge, Harvard University Press, 2004. 399pp. Hamilton Cravens (ed). The Social Sciences Go to Washington: The Politics of Knowledge in the Postmodern Age. New Brunswick, NJ: Rutgers University Press, 2004. 235pp. David C. Mowery, kchard R. Nelson, Bhaven Sampat, and Arvids Ziedonis. Ivory Tower and Industrial Innovation: University‐Industry Technology Transfer Before and After the Bayh‐Dole Act. Stanford: Stanford Business Books, 2004. 264pp. Karyn L. Hollis. Liberating Voices: Writing at the Bryn Mawr Summer. School for Women Workers. Carbondale: Southern Illinois University Press, 2004. 192pp. Peter Cunningham and Philip Gardner. Becoming Teachers: Texts and Testimonies, 1907–1950. London: Woburn Press, 2004. 250 pp. Richard Aldrich (ed.). Public or Private Education?: Lessons from History. London: Woburn Press, 2004. 221pp. Andrea Hamilton. A Vision for Girls: Gender, Education, and the Bryn Mawr School. Baltimore: Johns Hopkins University Press, 2004. 237pp. Illana DeBare. Where Girls Come First: The Rise, Fall, and Surprising Revival of Girls’Schools. New York: Penguin Group, 2004. 392pp. Jack E. Davis and Kari Frederickson (eds.). Making Waves: Female Activists in Twentieth Century Florida. Gainesville: University Press of Florida, 2003. 342pp. Doris Hinson Pieroth. Seattle's Women Teachers of the Interwar Years: Shapers of a Livable City. Seattle: University of Washington Press, 2004. 283pp. Stephanie Nicole Robinson. History of Immigrant Female Students in Chicago Public Schools. New York: Peter Lang, 2004. 144pp. Charles Bishop. The Community's College: A History of Johnson County Community College, 1969–1999. Pittsburg, KS: Johnson County Community College/Pittcraft Printing, 2002. 277pp. Lee Hargrave. LSU Law: The Louisiana State University Law School from 1906 to 1977. Baton Rouge: Louisiana State University Press, 2004. 329pp. Amilcar Shabazz. Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas. Chapel Hill: University of North Carolina Press, 2004. 376pp. Steven Noll and James W. Trent (eds.) Mental Retardation in America: A Historical Reader (The History of Disability) New York: New York University Press, 2004. 506pp. David Hutchison. A Natural History of Place in Education. New York: Teachers College Press, 2004. 170pp. 相似文献
16.
Louise Archer Jennifer DeWitt Justin Dillon 《Research in Science & Technological Education》2013,31(1):35-55
Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation.Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls’ school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them.Sample: Data were collected from Year 9 students (girls aged 13–14 years) at the school.Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted.Results: Although the intervention did not significantly change students’ aspirations or views of science, it did appear to have a positive effect on broadening students’ understanding of the range of jobs that science can lead to or be useful for.Conclusions: Student aspirations may be extremely resistant to change and intervention, but students’ understanding of ‘where science can lead’ may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels. 相似文献
17.
Alexander S. Yeung Rhonda G. Craven Gurvinder Kaur 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):469-482
Background:?Students’ motivation is known to influence academic outcomes. However, there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes. Purpose:?The study investigates the relative influences of motivational factors – mastery goal orientation, value of schooling, and academic self-concepts (perceived competence in and affect to schoolwork) on four outcomes – rule acceptance, identity, general self-efficacy and achievement. Sample:?Students in grades 3 to 6 from six primary schools in the Sydney were surveyed (N = 979). The ages of the participants varied from 8 to 13 years (mean = 9.78). Design and methods:?Students completed a questionnaire and literacy and numeracy achievement tests. Structural equation modelling was used to examine the paths from four predictors to four outcomes. Results:?Whereas all four predictors were positively associated with all four outcomes, students’ mastery goal had stronger positive influences on self-efficacy and identity. Value, perceived competence and affect were found to influence outcomes in different ways – positive influences were found for value on achievement, rule-acceptance, and identity; for perceived competence on achievement and efficacy; and for affect on rule-acceptance and identity. Conclusion:?Mastery goal had stronger influences on long-term outcomes while other predictors are stronger for short-term outcomes. To facilitate short-term and long-term outcomes, all four motivational factors need attention. 相似文献
18.
Chris Botton 《Research in Science & Technological Education》2013,31(3):269-270
Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers.Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B.Design and method: Participants were prompted to develop a written argument to either support or challenge the Turkish government’s decision to invest in nuclear power plants. Data consist of written arguments developed by the participants and information on participants’ knowledge of the topic, their confidence in their knowledge and the source of their knowledge related to the topic. Data were analyzed using the CER framework.Results: The results show that participants did not perform at the expected level. The majority of students failed to develop strong scientific arguments. While almost all of the participants provided evidence to justify their claims, they failed to effectively coordinate evidence, claim and theory to develop an argument. Students struggled the most in the warrant/reasoning category of the CER framework. We also identified several misconceptions that students held related to nuclear power plants.Conclusions: In our discussion we problematize college science teaching and advocate integration of instructional strategies such as argumentation that can effectively engage students in construction, evaluation and justification of knowledge. 相似文献
19.
Chinese students’ science-related experiences: Comparison of the ROSE study in Xinjiang and Shanghai
Background: Students’ daily-life experiences may render favorable effects on the students’ affective domain like interest, enthusiasm, motivation, joy, curiosity, awareness, and eagerness to learn science as not commonly found in the classroom environment. However, no rigorous research has been reported on those aspects in Mainland China despite many recent studies done in various Western countries.Purpose: This paper aims to report and compare the science-related experiences of ninth-graders from two places (in Urumqi City of Xinjiang province and Shanghai) in China through a large-scale survey of their junior secondary three students.Sample: The sample consists of 4115 students in Urumqi City (from 28 schools) and Shanghai (from 25 schools).Design and methods: This study adopted a Likert scale questionnaire instrument, as translated from the international Relevance Of Science Education (ROSE) Project. From a confirmatory factor analysis of the data, we identify and focus on six factors which are directly correlated with students’ science-related experiences outside school environment in Xinjiang and Shanghai and employ relevant factor scores to compare the gender, regional, and socioeconomic effects.Results: As revealed by the t-test, gender and regional differences were statistically significant in affecting (1) students’ outdoor living experience, (2) hands-on experience of transportation, and (3) their daily-life experience with do-it-yourself tools and models. In all three aspects, boys and Xinjiang students possessed richer experiences than girls and Shanghai students, respectively.Conclusions: Based on ANOVA tests, Shanghai students’ out-of-school science-related experiences were more often significantly affected by various socioeconomic variables (including their parents’ education and occupation and their family income) than Xinjiang students. From cross-regional comparison, Chinese students had much fewer science-related experiences than those of Greek and Finnish students. The limitations and educational implications of the present study are also discussed. 相似文献