Courting Apocalypse: Creating a Zombie-Themed Evidence-Based Medicine Game     

Amy E. Blevins  Elizabeth Kiscaden  Jason Bengtson 《Medical reference services quarterly》2017,36(4):313-322

In 2015, two librarians at the Hardin Library for the Health Sciences at the University of Iowa turned their dreams into a reality and secured funding to build a zombie-themed evidence-based medicine game. The game features a “choose your own adventure” style that takes students through a scenario where a disease outbreak is taking place and a resident is asked to use evidence-based medicine skills to select a screening and diagnostic tool to use on potentially infected patients. Feedback on the game has been positive, and future plans include building additional modules on therapy, harm, and prognosis.  相似文献   

A Comparison of the Effects of Two Different Online Homework Systems on Levels of Knowledge Retention in General Chemistry Students     

Nabulsi  Leena  Nguyen  Amy  Odeleye  Oluwatobi 《Journal of Science Education and Technology》2021,30(1):31-39

Journal of Science Education and Technology - Online homework systems have been shown to help student achievement in chemistry courses. This study sought to compare the levels of knowledge...  相似文献   

Equity in Education for/with Refugees and Migrants—Toward a Solidarity Promoting Interculturalism     

Marta Moskal  Amy North 《欧洲教育》2017,49(2-3):105-113

This special issue brings to the forefront the complex educational challenges faced by migrants, refugees, and asylum seekers. It focuses on different ways of understanding equity in relation to education for/with refugees and migrants. The core articles gathered for the special issue originate from the Comparative Education Society in Europe (CESE) conference on the theme of “Equity in and Through Education” held in Glasgow, UK, between May 31 and June 3, 2016. Thus, the special issue addresses the question of equity in diverse local, national, and transnational contexts and from an interdisciplinary approach.  相似文献   

Development of shared vision: Lessons from a science education community collaborative     

Amy Robertson 《科学教学研究杂志》2007,44(5):681-705

This is a qualitative case study of a collaboration among multiple stakeholders in science education who came together in order to create environmental field trips and the surrounding classroom curriculum. The collaboration involves 4 major facets of science education: formal education at the elementary and university levels, informal education, and educational research. The data were collected by means of observation, semi‐structured interviews, and written document review. This study examines how shared vision developed within the collaboration, the roles the participants played in its evolution, and how this process benefited both the collaboration and each individual collaborator. Several factors significantly affected the progress towards a shared vision and a successful collaboration including time, communication, understanding others' perspectives, dedication and ownership, as well as the collaborative environment. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 681–705, 2007  相似文献   

Messy learning: Preservice teachers’ lesson-study conversations about mathematics and students     

Amy Noelle Parks 《Teaching and Teacher Education》2008

Research about lesson study and other forms of collaborative, practice-based professional development has tended to focus on identifying structures that support teacher learning. This study builds on this work by examining preservice elementary teachers’ efforts to conduct lesson studies in mathematics. Analysis showed that the structures of the lesson study project supported some groups in developing mathematical and equity lenses for looking at teaching; however, the use of these lenses simultaneously led to productive and problematic learning. This finding suggests that future research focus on challenges present in collaborative, practice-based work even when productive structures are in place.  相似文献   

Educational effects of the Tools of the Mind curriculum: A randomized trial     

W. Steven Barnett  Kwanghee Jung  Donald J. Yarosz  Jessica Thomas  Amy Hornbeck  Robert Stechuk  Susan Burns 《Early childhood research quarterly》2008

The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.  相似文献   

父亲的眼睛     

Amy Moore  王宏平 《英语沙龙》2008,(Z1)

儿子酷爱橄榄球运动,父亲则长期做儿子的铁杆支持者。正是来自父亲源源不断的支持和鼓励,使儿子终于抓住机会证明了自己。  相似文献   

Within and Across Language Predictors of Word Learning Processes in Dual Language Learners     

Amy Pace  Rufan Luo  Dani Levine  Aquiles Iglesias  Jill de Villiers  Roberta M. Golinkoff  Mary S. Wilson  Kathy Hirsh-Pasek 《Child development》2021,92(1):35-53

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.  相似文献   

Effect of sport education on students’ perceived physical literacy,motivation, and physical activity levels in university required physical education: a cluster-randomized trial     

Choi  Siu Ming  Sum  Kim Wai Raymond  Leung  Fung Lin Elean  Wallhead  Tristan  Morgan  Kevin  Milton  Daniel  Ha  Sau Ching Amy  Sit  Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155

Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is...  相似文献   

Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind     

William V. Fabricius  Christopher R. Gonzales  Annelise Pesch  Amy A. Weimer  John Pugliese  Kathleen Carroll  Rebecca R. Bolnick  Anne S. Kupfer  Nancy Eisenberg  Tracy L. Spinrad 《Monographs of the Society for Research in Child Development》2021,86(3):7-154

An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate.  相似文献