Teaching and learning the concept of chemical bonding     

Tami Levy Nahum  Rachel Mamlok‐Naaman  Avi Hofstein 《Studies in Science Education》2013,49(2):179-207

Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult, with teaching commonly leading to students developing misconceptions. Many of these misconceptions result from over‐simplified models used in text books, by the use of traditional pedagogy that presents a rather limited and sometimes incorrect picture of the issues related to chemical bonding and by assessments of students' achievement that influence the way the topic is taught. In addition, there are discrepancies between scientists regarding key definitions in the topic and the most appropriate models to teach it. In particular, teaching models that are intended to have transitional epistemological value in introducing abstract ideas are often instead understood by students as accounts of ontological reality. In this review paper we provide science educators, curricula developers and pre‐service and in‐service professional development providers an up‐to‐date picture regarding research and developments in teaching about chemical bonding. We review the external and internal variables that might lead to misconceptions and the problematic issue of using limited teaching/learning models. Finally, we review the approaches to teaching the concept that might overcome some of these misconceptions.  相似文献   

IV. REACTIVITY AND SLEEP IN INFANTS: A LONGITUDINAL OBJECTIVE ASSESSMENT          下载免费PDF全文

Gali S. De Marcas  Nirit Soffer‐Dudek  Shaul Dollberg  Yair Bar‐Haim  Avi Sadeh 《Monographs of the Society for Research in Child Development》2015,80(1):49-69

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XI. SLEEP AND DEVELOPMENT: CONCLUSIONS AND FUTURE DIRECTIONS          下载免费PDF全文

Avi Sadeh  Mona El‐Sheikh 《Monographs of the Society for Research in Child Development》2015,80(1):177-181

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Assessment of the Learning Environment of Inquiry-Type Laboratories in High School Chemistry     

Avi Hofstein  Tami Levy Nahum  Relly Shore 《Learning Environments Research》2001,4(2):193-207

An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides students with a learning situation in which they are involved in activities that might influence some of the variables that are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory (SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions. Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly smaller for the inquiry group than for the control group. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Reducing Violence in Non-controlling Ways: A Change Program Based on Self Determination Theory     

Avi Assor  Ofra Feinberg  Yaniv Kanat-Maymon  Haya Kaplan 《Journal of Experimental Education》2018,86(2):195-213

This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci &; Ryan, 2012 Deci, E. L., &; Ryan, R. M. (2012). Overview of self-determination theory. In The Oxford handbook of human motivation (pp. 85–107). New York, NY: Oxford University Press. [Google Scholar]). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs.  相似文献   

Classroom learning environment and student attitudes towards chemistry     

Avi Hofstein  Rita Gluzman  Ruth Ben-Zvi  David Samuel 《Studies in Educational Evaluation》1979,5(3)

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Modes of instruction in high school chemistry     

Ruth Ben-zvi  Avi Hofstein  David Samuel  Richard F. Kempa 《科学教学研究杂志》1977,14(5):433-439

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Assessing the Correlates of Over- and Underrating of Academic Competence: A Conceptual Clarification and a Methodological Proposal   总被引：1，自引：0，他引：1  

Avi Assor  Joseph Tzelgov  Roman Thein  Barbara C. Ilardi  James P. Connell 《Child development》1990,61(6):2085-2097

The present article addresses 3 issues pertaining to the conceptualization and assessment of the effects of over- and underrating academic competence. First, it is shown that it is impossible to separate the effects of over- and underrating from the effects of both perceived and actual competence. Second, it is shown that the method used by Connell and Ilardi in a previous article to assess the effect of net overversus underrating is of questionable validity. Finally, a new definition and method for assessing the effects of over- and underrating is presented. The new method was applied to Connell and Ilardi's data to retest the hypothesis that overrating is associated with more problematic psychological profiles than accuracy and underrating. Results did not generally support the hypothesis, but did show that the correlates of over- and underrating vary as a function of both extremity of over- or underrating and the level of children's actual competence.  相似文献   

The effects of sleep restriction and extension on school-age children: what a difference an hour makes   总被引：11，自引：0，他引：11  

Sadeh A  Gruber R  Raviv A 《Child development》2003,74(2):444-455

This study assessed the effects of modest sleep restriction and extension on children's neurobehavioral functioning (NBF). The sleep of 77 children (age: M = 10.6 years; range = 9.1-12.2 years) was monitored for 5 nights with activity monitors. These children (39 boys and 38 girls) were all attending regular 4th- and 6th-grade classes. Their NBF was assessed using computerized tests on the 2nd day of their normal sleep schedule. On the 3rd evening, the children were asked to extend or restrict their sleep by an hour on the following 3 nights. Their NBF was reassessed on the 6th day following the experimental sleep manipulation. Sleep restriction led to improved sleep quality and to reduced reported alertness. The sleep manipulation led to significant differential effects on NBF measures. These effects may have significant developmental and clinical implications.  相似文献   

The Laboratory as a Vehicle for Enhancing Argumentation Among Pre-Service Science Teachers     

Najami  Naim  Hugerat  Muhamad  Kabya  Fattma  Hofstein  Avi 《Science & Education》2020,29(2):377-393

Science & Education - A study was conducted on how scientific laboratory lessons contribute to building arguments, both cognitively and socially. The population consisted of 12 second-year...  相似文献