Examining Elementary School Students’ Mental Models of Sun-Earth Relationships as a Result of Engaging in Engineering Design     

Chelsey?Dankenbring  Brenda?M.?CapobiancoEmail author 《International Journal of Science and Mathematics Education》2016,14(5):825-845

Current reform efforts in science education in the United States call for students to learn science through the integration of science and engineering practices. Studies have examined the effect of engineering design on students’ understanding of engineering, technology, and science concepts. However, the majority of studies emphasize the accuracy of students’ scientific thinking instead of what students’ conceptions are. The aim of this study was to examine elementary school students’ conceptions of sun-Earth relationships as a result of engaging in an engineering design-based science task. Two independent fifth grade classrooms were identified. Each classroom teacher had 2 groups of students: 1 group engaged in traditional science lessons (control) and 1 group engaged in engineering design-based science lessons (treatment). Data were collected via multiple choice knowledge assessments, a draw-and-explain item, and semi-structured interviews designed to elicit students’ working mental models of the relationship between the sun and Earth. Results indicated a range of five different mental models expressed by students in both the control and treatment groups. These findings suggest that students still harbor alternate conceptions and possibly conflicting ideas regarding various sun-Earth relationships. If teachers are expected to implement science and engineering practices, attention must be given to not only what students’ misconceptions are but, more importantly, how best to implement design-based science lessons that facilitate students’ application and understanding of related science concepts.  相似文献   

Training phonological awareness: A study with inner-city kindergarten children     

Susan Brady  Anne Fowler  Brenda Stone  Nancy Winbury 《Annals of dyslexia》1994,44(1):26-59

A small-scale, longitudinal, phonological awareness training study with inner-city kindergarten children was conducted in four classrooms. The central goals of the study were the creation and evaluation of a phonological awareness training program and a preliminary look at the consequence of that training on basic phonological processes. Assessment of phonological awareness and basic phonological processes was carried out in the fall of the kindergarten year, and again in the spring following an 18 week training program which incorporated both auditory and articulatory techniques for fostering metaphonological development. Follow-up evaluation of promotion to first grade and of reading achievement took place a year later. The children in the two experimental classes receiving training had significantly greater gains in phonological awareness at the end of kindergarten, were significantly more likely to be promoted to first grade rather than to pre-one, and had a trend toward better reading skills in first grade than did the smaller group of children promoted to first grade from the control classes. In addition, there were some indications that development of phonological awareness was accompanied by changes in the underlying phonological system as well. Here we focus on the rationale and implementation of our training program and discuss the implications of the findings for a potential large-scale study.  相似文献   

Mother- and father-reported reactions to children's negative emotions: relations to young children's emotional understanding and friendship quality   总被引：2，自引：0，他引：2  

McElwain NL  Halberstadt AG  Volling BL 《Child development》2007,78(5):1407-1425

Mother- and father-reported reactions to children's negative emotions were examined as correlates of emotional understanding (Study 1, N = 55, 5- to 6-year-olds) and friendship quality (Study 2, N = 49, 3- to 5-year-olds). Mothers' and fathers' supportive reactions together contributed to greater child-friend coordinated play during a sharing task. Further, when one parent reported low support, greater support by the other parent was related to better understanding of emotions and less intense conflict with friends (for boys only). When one parent reported high support, however, greater support by the other parent was associated with less optimal functioning on these outcomes. Results partially support the notion that children benefit when parents differ in their reactions to children's emotions.  相似文献   

Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research‐Based Developmentally Informed Parent Program          下载免费PDF全文

Karen L. Bierman  Janet A. Welsh  Brenda S. Heinrichs  Robert L. Nix  Erin T. Mathis 《Child development》2015,86(6):1877-1891

Head Start enhances school readiness during preschool, but effects diminish after children transition into kindergarten. Designed to promote sustained gains, the Research‐based Developmentally Informed (REDI) Parent program (REDI‐P) provided home visits before and after the kindergarten transition, giving parents evidence‐based learning games, interactive stories, and guided pretend play to use with their children. To evaluate impact, two hundred 4‐year‐old children in Head Start REDI classrooms were randomly assigned to REDI‐P or a comparison condition (mail‐home math games). Beyond the effects of the classroom program, REDI‐P promoted significant improvements in child literacy skills, academic performance, self‐directed learning, and social competence, demonstrating the utility of the approach in promoting gains in cognitive and social‐emotional skills evident after the transition into kindergarten.  相似文献   

A situated analysis of global knowledge networks: capital accumulation strategies of transnationally mobile scientists in Singapore     

Ravinder Sidhu  Brenda Yeoh  Sushila Chang 《Higher Education》2015,69(1):79-101

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Every Indian Has a Unique Story     

Brenda L. Stewart 《Equity & Excellence in Education》2013,46(4-6):119-121

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CHANGE IN TALI TEACHERS: Two Case Studies     

Brenda Bacon 《Journal of Jewish Education》2013,79(1):34-46

For centuries, the Jewish school had as its prime purpose the development of Talmudic scholars. Beginning at an early age, the child was introduced to the intricacies of this discipline without giving thought to specific goals to be attained, or how this was to be achieved. One learned, and that was all he had to know.  相似文献   

Raign and Sims respond     

Kathryn Rosser Raign  Brenda R. Sims 《Technical Communication Quarterly》2013,22(3):338-340

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Informing educational decisions in the early years: can evidence for improving pedagogy for children with autistic spectrum disorder be found from neuroscience?     

Brenda Peters  Chris Forlin 《British Journal of Special Education》2011,38(3):135-142

It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to establish potential links with teaching and learning, in an attempt to identify the most appropriate pedagogical support for children with autistic spectrum disorder (ASD). Two key themes have emerged: firstly, neuroscience and education and translation between these disciplines, and secondly, the relevance of these developments for specific groups of learners. This article focuses on early educational intervention and how emerging evidence from neuroscience and collaboration with educators may support future developments for practice for these young learners with ASD.  相似文献   

Lifelong Learning and Development: A Southern Perspective – By Julia Preece     

Brenda Morgan‐Klein 《Higher Education Quarterly》2011,65(3):325-327

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