The Frequency of Hands-On Experimentation and Student Attitudes Toward Science: A Statistically Significant Relation (2005-51-Ornstein)     

Avi Ornstein 《Journal of Science Education and Technology》2006,15(3-4):285-297

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Academic goal orientations,multiple goal profiles,and friendship intimacy among early adolescents     

Inbal Levy-Tossman  Avi Kaplan  Avi Assor 《Contemporary educational psychology》2007

This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.  相似文献   

Developing students' ability to ask more and better questions resulting from inquiry‐type chemistry laboratories     

Avi Hofstein  Oshrit Navon  Mira Kipnis  Rachel Mamlok‐Naaman 《科学教学研究杂志》2005,42(7):791-806

This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry‐laboratory group (experimental group) and a traditional laboratory‐type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005  相似文献   

Children's reports of emotional,physical and sexual maltreatment by educational staff in Israel   总被引：2，自引：0，他引：2  

Benbenishty R  Zeira A  Astor RA 《Child abuse & neglect》2002,26(8):763-782

OBJECTIVES: This paper reports on the first nationally representative study on the prevalence of emotional, physical, and sexual victimization of children by school staff in Israel. The study identifies groups of children that are at higher risk for such maltreatment. We examine the differences in staff-induced victimization by the children's gender, age group (junior high vs. high school), cultural groups (Jewish non-religious, Jewish-religious and Arab schools) and by socioeconomic status of the children's families. METHOD: The study is based on a nationally representative sample of 10,410 Israeli students in Grades 7-11 in 161 schools across Israel. Students completed questionnaires during class. In addition, we obtained data on the socioeconomic status of the families of the students in each school. RESULTS: Overall, children reported high rates of victimization by staff members. Almost a quarter of all children participating in this study reported being emotionally maltreated by a staff member, almost a fifth (18.7%) reported being a victim of at least one type of physical forms of maltreatment, and 8.2% reported on at least one sexually inappropriate behavior by a staff member. The most vulnerable groups for all types of maltreatment were males, children in junior high schools, children in Arab schools, and children in schools with a high concentration of students coming from low-income and low-education families. CONCLUSIONS: The overall prevalence rates of staff maltreatment should be considered high and unacceptable. Although rates of physical and sexual maltreatment were lower than emotional maltreatment, they were still high and are worthy of greater attention. Both cultural beliefs and low family socioeconomic status increase vulnerability to staff maltreatment. We suggest conducting an educational campaign to reduce rates of staff maltreatment. We also recommend allocating more resources to support staff in low SES neighborhoods, to alleviate their stress and to provide them with the support that would reduce maltreatment of children in the educational system.  相似文献   

Sleep, neurobehavioral functioning, and behavior problems in school-age children   总被引：12，自引：0，他引：12  

Sadeh A  Gruber R  Raviv A 《Child development》2002,73(2):405-417

The aim of this study was to examine the associations between sleep and neurobehavioral functioning (NBF) in school-age children. These variables were assessed for 135 unreferred, healthy school children (69 boys and 66 girls), from second-, fourth-, and sixth-grade classes. Objective assessment methods were used on the participants in their regular home settings. Sleep was monitored using actigraphy for 5 consecutive nights; and NBF was assessed using a computerized neurobehavioral evaluation system, administered twice, at different times of the day. Significant correlations between sleep-quality measures and NBF measures were found, particularly in the younger age group. Children with fragmented sleep were characterized by lower performance on NBF measures, particularly those associated with more complex tasks such as a continuous performance test and a symbol-digit substitution test. These children also had higher rates of behavior problems as reported by their parents on the Child Behavior Checklist. These results highlight the association between sleep quality, NBF, and behavior regulation in child development; and raise important questions about the origins of these associations and their developmental and clinical significance.  相似文献   

Versatile Query Scrambling for Private Web Search     

Avi Arampatzis  George Drosatos  Pavlos S. Efraimidis 《Information Retrieval》2015,18(4):331-358

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The Development of a Scarcity Bias     

Matar Ferera  Avi Benozio  Gil Diesendruck 《Child development》2020,91(5):1698-1708

Adults’ attraction to rare objects has been variously attributed to fundamental biases related to resource availability, self-related needs, or beliefs about social and market forces. The current three studies investigated the scarcity bias in 11- and 14-month-old infants, and 3- to 6-year-old children (N = 129). With slight methodological modifications, participants had to choose between one of 10 same-kind-items (abundant resource), or the only one of a different kind (scarce resource). It was found that a robust preference for the scarce resource appeared only at age 5 years. Thus, although a scarcity bias is not present in infancy, it emerges prior to comprehension of market forces. Possible accounts of this developmental finding are discussed.  相似文献   

A comparison of the actual and preferred classroom learning environment in biology and chemistry as perceived by high school students     

Avi Hofstein  Reuven Lazarowitz 《科学教学研究杂志》1986,23(3):189-199

The actual and preferred students perception of classroom learning environment was measured using a modified Hebrew version of the Learning Environment Inventory (L.E.I.). This version was content validated and analyzed for its reliability. This measure was administered among Chemistry (N = 1080) and Biology (N = 400) students and the perception of the actual and preferred learning environment was compared using multivariate analysis methods (Hotelling T² and discriminant analysis). On the whole, significant differences were found between the two samples. It is suggested that these differences can be attributed to the different curricula and different instructional methods used in chemistry and in biology classes. It is suggested that the findings obtained in this study could serve both future science teachers and curriculum writers in the development and implementation of learning activities in the context of science curricula.  相似文献   

Identity formation in educational settings: A contextualized view of theory and research in practice     

Hanoch Flum  Avi Kaplan 《Contemporary educational psychology》2012

In this concluding article of the special issue entitled “Identity Formation in Educational Settings”, we explicate the notion of identity as an integrative concept, discuss its growing popularity in the social sciences, and point to its special significance to education in contemporary society. Following an Eriksonian psychosocial approach and sociocultural emphasis, we look at the process of identity formation as a product of interrelatedness between the context and the individual person, and underscore the interaction between developmental and learning processes. We draw examples from the studies in this collection to highlight these conceptual relationships, as well as to contribute insights from the different research questions and modes of inquiry into the practice of co-construction of identity and knowledge in a variety of school contexts. We conclude with a call for the promotion of practice, research and theory in the emerging domain of identity formation in educational settings.  相似文献   

THE HAPPY AND SUFFERING STUDENT? ROUSSEAU'S EMILE AND THE PATH NOT TAKEN IN PROGRESSIVE EDUCATIONAL THOUGHT     

Avi I. Mintz 《Educational theory》2012,62(3):249-265

One of the mantras of progressive education is that genuine learning ought to be exciting and pleasurable, rather than joyless and painful. To a significant extent, Jean‐Jacques Rousseau is associated with this mantra. In a theme of Emile that is often neglected in the educational literature, however, Rousseau stated that “to suffer is the first thing [Emile] ought to learn and the thing he will most need to know.” Through a discussion of Rousseau's argument for the importance of an education in suffering, Avi Mintz contends that the reception of Rousseau by progressives suggests a detrimental misstep in the history of educational thought, a misstep that we should recognize and correct today. We ought to revive the progressive tradition of distinguishing the valuable educational pains from the harmful ones, even if we disagree with the particular types of pain that Rousseau identified as educationally valuable.  相似文献