Student Perceptions of Chemistry Laboratory Learning Environments, Student–Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore     

Quek Choon Lang  Angela F. L. Wong  Barry J. Fraser 《Research in Science Education》2005,35(2-3):299-321

This study investigated the chemistry laboratory classroom environment, teacher–student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher–student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher–student interactions for gifted students are provided.  相似文献   

Educating sick children: an Irish hospital school in context, 1900–1980     

Barry Kennerk 《History of education》2019,48(3):356-373

The teaching of sick children in hospital is an often overlooked aspect of Ireland’s national education system. Prior to the 1970s, there was hardly any formal structure in place for this type of schooling in the country, despite the fact that many children could be inpatients for weeks or months at a time. In 1980, a report, published by the Association for the Welfare of Children in Ireland, revealed that although there had been an improvement in the intervening decade, only 6% of hospitals had a dedicated schoolroom. Drawing on previously unresearched papers belonging to Temple Street Children’s Hospital, this article will take a closer look at the socio-political forces that held back the development of the hospital classroom in Ireland for so many decades; it will also explore some of the factors that promoted its development after 1970, thus helping to explain why the education of sick children is so firmly established today.  相似文献   

Metacognition as a Basis for Learning Support Software     

Christine Brown  John Hedberg  Barry Harper 《Performance Improvement Quarterly》1994,7(2):3-26

In order to understand the task of instructional designers who produce learning support software, this paper reviews the influence of learning theory on instructional design, recent developments in computer technology, and the evolving role of the instructor as a facilitator of higher-order thinking. Constructivist principles of learning and an appreciation for the fact that the learner must become more independent and skilled in metacognitive self-assessment and self-management are fundamental to this changing role. Two cognitive tools that provide learner/user support for personal construction of knowledge systems are “MindMap” and “Learning FourMat Processor.” These tools are examined in the light of current learning theory and a recent study comparing the work of novice and expert writers using different forms of performance support. Recommendations are made for the development of a more complete set of cognitive tools that enables users to construct their own multimedia knowledge systems based on higher-order thinking and problem solving.  相似文献   

Identifying Expectations for Service Quality in Training and Education Through Process Needs Assessment     

Michael F. Cassidy  Barry J. Schimmel  Kathleen&#x;Ann C. Brady 《Performance Improvement Quarterly》1993,6(2):3-16

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A simple ratio adjustment for baseline recording in natural settings     

Barry T. Christian 《Psychology in the schools》1981,18(1):112-114

The usefulness of a baseline record is often compromised by extraneous events in the natural environment that artificially intervene to prevent the performance of a specific target behavior. To attenuate this problem, a simple ratio adjustment procedure was suggested that compares the observed response frequency with a maximum possible frequency for each observation period. This ratio is then transformed into a response percentage with a more general predictive value for the behavior modification practitioner.  相似文献   

Individually responsive instruction: Sherman,Thomas M. The instructional design library,In Danny G Langdon (Ed.), (Vol. 17). Englewood Cliffs,NJ: Educational Technology Publications, 1978. 55pp., $9.95     

Diane Dormant  Barry William 《Performance Improvement》1980,19(3):32-32

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The accuracy of computational fluid dynamics analysis of the passive drag of a male swimmer     

Bixler B  Pease D  Fairhurst F 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(1):81-98

The aim of this study was to build an accurate computer-based model to study the water flow and drag force characteristics around and acting upon the human body while in a submerged streamlined position. Comparisons of total drag force were performed between an actual swimmer, a virtual computational fluid dynamics (CFD) model of the swimmer, and an actual mannequin based on the virtual model. Drag forces were determined for velocities between 1.5 m/s and 2.25 m/s (representative of the velocities demonstrated in elite competition). The drag forces calculated from the virtual model using CFD were found to be within 4% of the experimentally determined values for the mannequin. The mannequin drag was found to be 18% less than the drag of the swimmer at each velocity examined. This study has determined the accuracy of using CFD for the analysis of the hydrodynamics of swimming and has allowed for the improved understanding of the relative contributions of various forms of drag to the total drag force experienced by submerged swimmers.  相似文献   

Muscle activation characteristics of tumbling take-offs     

McNeal JR  Sands WA  Shultz BB 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(3):375-390

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Models in Physics: Some Pedagogical Reflections based on The History of Science     

Gunter Lind 《International Journal of Science Education》2013,35(1):15-23

This study aimed to assess the influence of a philosophy of science (POS) course on science teachers’ views of nature of science (NOS), perceptions of teaching about NOS, and instructional planning related to NOS. Participants were 56 undergraduate and graduate preservice secondary science teachers enrolled in a two science‐methods course sequence, in which participants received explicit, reflective NOS instruction. Ten of these participants were also enrolled in a graduate survey POS course. The Views of Nature of Science Questionnaire — Form C coupled with individual interviews was used to assess participants’ NOS views at the beginning and conclusion of the study. Participants’ lesson plans and NOS‐specific reflection papers were analysed to assess the impact of the POS course on their instructional planning related to, and perceptions of teaching about, NOS. Results indicated that, compared with participants enrolled in the methods courses, the POS course participants developed deeper, more coherent understandings of NOS. Substantially more of these latter participants planned explicit instructional sequences to teach about NOS. Additionally, the POS course participants’ discourse regarding NOS progressed from a preoccupation with the technical, to a concern with the practical, and, finally, to a focus on the emancipatory. Their views of teaching about NOS in their future classrooms went beyond the customary discourse of whether pre‐college students should or could be taught about NOS, to contemplating changes they needed to bring about in their own teaching behaviour and language to achieve consistency with their newly acquired NOS understandings.  相似文献   

Who's afraid of evaluation?     

Barry MacDonald 《Education 3-13》2013,41(2):87-91

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