共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
3.
《小雪花(小学生成长指南)》2007,(5)
他们为什么而笑呢?请看图然后把正确的答案和相应的图一一连线。1.Monkey wins the game.2.Giraffe gets many birthdaygifts.3.Baby Squirrel helpsmother wash the dishes.4.Today is Pig’s birthday.5.Bear is dreaming of eatinghoney.6.Giraffe’s mother buys ared bag 相似文献
4.
5.
6.
Buckley Barbara C. Gobert Janice D. Kindfield Ann C. H. Horwitz Paul Tinker Robert F. Gerlits Bobbi Wilensky Uri Dede Chris Willett John 《Journal of Science Education and Technology》2004,13(1):23-41
This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper. 相似文献
7.
Dorothy V. M. Bishop David McDonald Sarah Bird Marianna E. Hayiou-Thomas 《Child development》2009,80(2):593-605
Some children learn to read accurately despite language impairments (LI). Nine- to 10-year-olds were categorized as having LI only ( n = 35), dyslexia (DX) only ( n = 73), LI + DX ( n = 54), or as typically developing (TD; n = 176). The LI-only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on most language measures, but rapid serial naming was superior to the LI + DX group and comparable to the TD. For a subset of children seen at 4 and 6 years, early phonological skills were equally poor in those later classified as LI or LI + DX. Poor language need not hinder acquisition of decoding, so long as rapid serial naming is intact; reading comprehension, however, is constrained by LI. 相似文献
8.
Elena Pasquinelli 《Mind, Brain, and Education》2012,6(2):89-96
Neuroeducation—a recent approach to educational policy—claims that a bridge should be established between education and mind‐brain sciences, with the double aim of devising educational methods that work and of understanding why they work. The success of this encounter depends, among other conditions, on getting the science right; otherwise, neuroeducation and science‐informed policies risk doing more harm than good. On several occasions, the cognitive and brain sciences have been misunderstood, and misused: neuromyths—the misconceptions about the mind and brain functioning—have blossomed, thus raising both theoretical and pragmatic concerns. This article addresses the origin, persistence, and potential side‐effects of neuromyths in education. The hypothesis is put forward that the persistence of neuromyths is sustained by specific cultural conditions, such as the circulation of pieces of information about the brain and the appetite for brain news, but has its roots in deeper cognitive intuitions. 相似文献
9.
Do Village Girls Gain Empowering Capabilities through Schooling and What Functionings Do They Value?
This paper explores the relationship between girls’ schooling and empowerment in western China in the first decade of the 21st century. This paper adopted a capability-empowerment framework based on Sen’s capability approach into which were integrated concepts by Bourdieu, Appadurai, Nussbaum, Kabeer, and Unterhalter, to help to understand the tenacity with which village girls pursued schooling. In interviews with a group of 23 girls and young women, several valued functionings of intrinsic capability sets in the freedom dimensions of well-being and agency and their association with rising levels of school attainment were found. The girls were found to be gaining empowering capabilities through schooling, but that these were not equally distributed, neatly slicing the group into two sharply defined groups with different life paths. One set dropped out in the middle school years with a smaller set of empowerment capabilities to work in low-skilled jobs in cities, which offered them new places to change. The other set remained in school longer to achieve a larger set of empowering functionings that they converted into more substantive freedoms in a variety of settings. 相似文献
10.
11.
Jason Ritter 《Studying Teacher Education》2017,13(1):20-35
This article describes the challenges encountered by a teacher educator and self-study practitioner as he attempted to facilitate a group of colleagues in learning about and engaging in self-study over a two year period. While competent in conducting self-study for himself, the author had never before tried to teach it to others. This led to teaching experiences in which the author grappled with his decision-making across three critical facets of his pedagogy. The findings of this self-study indicate that it is possible to broadly categorize these dilemmas in decision-making as instructional challenges, relational challenges, and methodological challenges. Uncovering and discussing these challenges gives those involved in the self-study of teacher education practices community an opportunity to consider how such dilemmas might be navigated beneficially to advance understanding and use of self-study methodology by others. 相似文献
12.
A recent study into tertiary literacy (Reid, Kirkpatrick, & Mulligan, 1998) found that many students have problems with comprehension and note-taking in lectures and that students from non-English speaking backgrounds (NESB) reported particular difficulty. Despite the increase in the number of international students attending Australian universities over the past decade, it seems that many lecturers are still failing to accommodate the cultural and linguistic diversity of the classes they teach. The study reported here aimed to determine the nature and extent of problems experienced by NESB students in comprehending lectures and found significant gaps in understanding: slightly fewer than 1 in 10 NESB students was able to understand the content and intent of their lectures very well. More disturbingly, almost one-quarter of them had not understood much of the lectures at all. The paper offers some suggested strategies for change—for those who prepare students for university study, for the students themselves, and for the lecturers who teach them. 相似文献
13.
14.
Kiewra Kenneth A. Luo Linlin Flanigan Abraham E. 《Educational Psychology Review》2021,33(4):1981-2018
Educational Psychology Review - 相似文献
15.
Patricia Patrick Sue Dale Tunnicliffe 《Journal of Science Education and Technology》2011,20(5):630-642
Children from England and the United States of America have a basic similar knowledge of plants and animals, which they observe
during their everyday life. Nine children of ages 4, 6, 8, and 10 years, in each country, were asked to free-list plants and
animals. Afterwards, they were interviewed individually about the plants and animals they listed to determine where they were
seen. Additionally, children were asked to name animals they knew that were found in specific habitats or had specific characteristics.
The results showed that children from the earliest years notice the animals in their everyday lives and 8 year olds were able
to name the most animals. Plants were not named as often as animals and children in the USA found it difficult to name plants
when questioned. This study shows that children are in touch with their everyday environment to varying extents, and that
rich experiences can greatly contribute to their knowledge about plants and animals. 相似文献
16.
Explanation studies underlined the importance of using evidence in support of claims. However, few studies have focused on students' use of others' data (second-hand data) in this process. In this study, students collected data from a local water source and then took all the data back to the classroom to create scientific explanations by using claim–evidence–reasoning model on a new mobile application. A middle school science teacher from a Midwest town participated with four sixth-grade classes. After collecting their own data from a local water source, students created explanations by analyzing the data they collected (first-hand data), and by analyzing existing data set collected by another school from another river (second-hand data). By analyzing the health of these two water sources, students created two scientific explanations. Students participating in this study created stronger explanations when analyzing the data they generated (first-hand data). 相似文献
17.
《学子》2003,(1)
Mr.Jones was very angry with his wife,and she was very angry with herhusband.For several days they did not speak to each other at all.One eveningMr.Jones was very tired when he came back from work,so he went to bed soonafter dinner.Of course,he did not say anything to Mrs.Jones.before he wentupstairs.Mrs.Jones washed the dinner things and then did some sewing.Whenshe went up to bed much later then her husband,she found a piece of paper on 相似文献
18.
Based on Bronfenbrenner’s ecological systems theory, this qualitative study examined the impact of home visits on a group
of six Head Start educators. Each participant conducted two home visits. For the first home visit, participants were not provided
any guidance. On the second visit, participants were provided a handout with questions intended to guide their visit. The
participants were asked to document, in a reflective journal, their feelings and attitudes toward the children’s families
on two visits. Additionally, participants commented on their teaching beliefs and practice as impacted by their home visit.
Results of the study indicated that home visits enabled participants to see the families and children that they work with
from a different and more positive perspective. The guided home visit questions allowed participants to better understand
children and their families from historical and cultural perspectives. Also, participants were better able to create a more
multicultural learning environment and lesson plans for their children. 相似文献
19.
Mother：Billy，Ivetoldyouagainandagainnottointerruptwhenadultsaretalking．Youshouldwaittilltheyfinish．Billy：Ihavetriedtodoasyoutoldme，Mum，buttheyjustneverstop。They Never Stop@江河 相似文献
20.
Elizabeth P. Beggrow Minsu Ha Ross H. Nehm Dennis Pearl William J. Boone 《Journal of Science Education and Technology》2014,23(1):160-182
The landscape of science education is being transformed by the new Framework for Science Education (National Research Council, A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, 2012), which emphasizes the centrality of scientific practices—such as explanation, argumentation, and communication—in science teaching, learning, and assessment. A major challenge facing the field of science education is developing assessment tools that are capable of validly and efficiently evaluating these practices. Our study examined the efficacy of a free, open-source machine-learning tool for evaluating the quality of students’ written explanations of the causes of evolutionary change relative to three other approaches: (1) human-scored written explanations, (2) a multiple-choice test, and (3) clinical oral interviews. A large sample of undergraduates (n = 104) exposed to varying amounts of evolution content completed all three assessments: a clinical oral interview, a written open-response assessment, and a multiple-choice test. Rasch analysis was used to compute linear person measures and linear item measures on a single logit scale. We found that the multiple-choice test displayed poor person and item fit (mean square outfit >1.3), while both oral interview measures and computer-generated written response measures exhibited acceptable fit (average mean square outfit for interview: person 0.97, item 0.97; computer: person 1.03, item 1.06). Multiple-choice test measures were more weakly associated with interview measures (r = 0.35) than the computer-scored explanation measures (r = 0.63). Overall, Rasch analysis indicated that computer-scored written explanation measures (1) have the strongest correspondence to oral interview measures; (2) are capable of capturing students’ normative scientific and naive ideas as accurately as human-scored explanations, and (3) more validly detect understanding than the multiple-choice assessment. These findings demonstrate the great potential of machine-learning tools for assessing key scientific practices highlighted in the new Framework for Science Education. 相似文献