Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context     

Phillip A. Boda  Bryan Brown 《科学教学研究杂志》2020,57(4):567-596

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.  相似文献   

Pod save you: assisting the transition to audio-based asynchronous learning     

Brandon Patterson  Bryan Elias Hull 《Journal of the Medical Library Association》2021,109(4):677

  相似文献   

基于IEEE1394的DV音视频系统的软件设计与实现     

郝迎英  叶明芬  腊国庆 《郧阳师范高等专科学校学报》2009,29(6):80-82

分析基于IEEE1394的系统架构,实现数据在1394系统的核心模块IEEE1394、RAW1394、LIB—RAW1394中的传输,研究数字视频的解压缩方法,使数字音视频流能够在IEEE1394总线上传输．  相似文献   

和谐社会语境下对陶渊明田园诗的解读   总被引：1，自引：0，他引：1  

拉毛 《青海师专学报》2009,29(6):27-29

和谐思想是中华民族的主旋律。自古以来,中华民族就崇尚人与自然、人与社会、人与人以及人自身的全方位和谐。浏览中国文化史的发展历程,古代诗人陶渊明所赋田园诗具有自然、朴素和纯真的艺术魅力对当代和谐社会的构建具有重要的借鉴意义。本文从陶渊明田园诗朴素恬淡的艺术风格、陶渊明田园诗的内容、陶渊明田园诗的自然观精神三方面对陶渊明田园诗进行了解读。  相似文献   

Using National Education Longitudinal Data Sets in School Counseling Research     

Julia A. Bryan  Norma L. Day‐Vines  Cheryl Holcomb‐McCoy  Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279

National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.  相似文献   

Beliefs of experienced and student teachers about the nature and purpose of social studies education in New Zealand elementary schools     

Eleanor M. Hawe  Isabel Browne  Alexis Siteine  Bryan Tuck 《Asia Pacific Journal of Education》2010,30(3):289-304

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers’ beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching “traditions” – social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common “apprenticeship of experience” in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand.  相似文献   

Gendered perceptions of typical engineers across specialties for engineering majors     

Margaret S. Kelley  Kimberley K. Bryan 《Gender and education》2018,30(1):22-44

Young women do not choose to be engineers nearly as often as young men, and they tend to cluster in particular specialties when they do. We examine these patterns and the role of gender schemas as applied to perceptions of typical engineers in understanding the choices that women make in terms of engineering specialties. We use Part 1 of two waves of survey data collected from first-year engineering students at a large Midwestern university in the fall of 2014. Respondents scored typical engineers on 60 items from the Bem Sex-Role Inventory [Bem, S. L. 1974. “The Measurement of Psychological Androgyny.” Journal of Consulting and Clinical Psychology 42: 155–162]. Preliminary results show that women consider the typical engineer to be more masculine compared to the impressions gathered from men. Additionally, engineering gender schemas predict some specialty areas but not all, suggesting that gendered perceptions may not affect choice of specialty. Our results provide insight into the decisions that women make once entering engineering.  相似文献   

Observing response processes with eye tracking in international large-scale assessments: evidence from the OECD PIAAC assessment     

Bryan Maddox  Andrew P. Bayliss  Piers Fleming  Paul E. Engelhardt  S. Gareth Edwards  Francesca Borgonovi 《European Journal of Psychology of Education - EJPE》2018,33(3):543-558

This paper reports on a pilot study that used eye tracking techniques to make detailed observations of item response processes in the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The lab-based study also recorded physiological responses using measures of pupil diameter and electrodermal activity. The study tested 14 adult respondents as they individually completed the PIAAC computer-based assessment. The eye tracking observations help to fill an ‘explanatory gap’ by providing data on variation in item response processes that are not captured by other sources of process data such as think aloud protocols or computer-generated log files. The data on fixations and saccades provided detailed information on test item response strategies, enabling profiling of respondent engagement and response processes associated with successful performance. Much of that activity does not include the use of the keyboard and mouse, and involves ‘off-screen’ use of pen and paper (and calculator) that are not captured by assessment log-files. In conclusion, this paper points toward an important application of eye tracking in large-scale assessments. This includes insights into response processes in new domains such as adaptive problem-solving that aim to identify individuals’ ability to select and combine resources from the digital and physical environment.  相似文献   

MTV unleashed     

Bryan Berg  Dianne Turner 《TechTrends》1993,38(3):28-31

  相似文献   

Reconceptualizing the Elementary Science Methods Course Using a Reflection Orientation     

Sandra K. Abell  Lynn A. Bryan 《Journal of Science Teacher Education》1997,8(3):153-166

  相似文献