Families Are Learning in Science Museums     

Minda Borun  Margaret Chambers  Ann Cleghorn 《Curator: The Museum Journal》1996,39(2):123-138

This report is based on research findings of a National Science Foundation (NSF)-funded study conducted by the Philadelphia/Camden Informal Science Education Collaborative (PISEC), which consists of four institutions: The Franklin Institute Science Museum, the New Jersey State Aquarium, The Academy of Natural Sciences, and the Philadelphia Zoological Garden. The first year's study addressed the question “How can we identify and measure family learning in science museums?” It documented a relationship between learning levels and observable behaviors. On the basis of coding family conversations and interview data for level of learning, we see that families do learn from exhibits and that the level of learning is related to specific observed behaviors. Grouping these behaviors as performance indicators provides a useful measure of exhibit learning.  相似文献   

Media and Moral Education: A Philosophy of Critical Engagement     

Drew Chambers 《Educational theory》2020,70(6):807-816

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Enhancing Family Learning Through Exhibits     

Minda Borun  Margaret B. Chambers  Jennifer Dritsas  Julie I. Johnson 《Curator: The Museum Journal》1997,40(4):279-295

Can enhanced exhibits produce measurable increases in active family learning? Four Philadelphia area science institutions—The Franklin Institute Science Museum, the Academy of Natural Sciences, the New Jersey State Aquarium at Camden, and the Philadelphia Zoo—have investigated the answer to this question as part of the PISEC (Philadelphia-Camden Informal Science Education Collaborative) Family Learning Project. PISEC is conducting research and exhibit development aimed at increasing the understanding of family learning in science museums and identifying the characteristics of successful family learning exhibits. The PISEC project is organized into three phases: (1) a research study to establish behavioral indicators for family science learning (Borun et al., 1996); (2) the development and evaluation of four exhibit enhancements aimed at achieving family science learning goals (Borun and Dritsas, 1997); (3) a research study comparing the frequency of learning behaviors for treatment families that have used enhanced test exhibits to control-group families that have used only the test exhibits. The results of the first two phases of this project have been discussed previously. This article describes the research study conducted during Phase 3 of the project. Results of the study show that all four modified exhibits produced significant increases in performance indicators. Using seven characteristics of successful family exhibits—multi-sided, multi-user, accessible, multi-outcome, multi-modal, readable, and relevant—as a guide to exhibit development proved to be an effective strategy for increasing active family learning.  相似文献   

Shirt sponsorship by gambling companies in the English and Scottish Premier Leagues: global reach and public health concerns     

Christopher Bunn  Robin Ireland  Jonathan Minton  Daniel Holman  Matthew Philpott  Stephanie Chambers 《Soccer & Society》2019,20(6):824-835

While the nature of gambling practices is contested, a strong evidence base demonstrates that gambling can become a serious disorder and have a range of detrimental effects for individuals, communities and societies. Over the last decade, football in the UK has become visibly entwined with gambling marketing. To explore this apparent trend, we tracked shirt sponsors in both the English and Scottish Premier Leagues since 1992 and found a pronounced increase in the presence of sponsorship by gambling companies. This increase occurred at the same time the Gambling Act 2005, which liberalized rules, was introduced. We argue that current levels of gambling sponsorship in UK football, and the global visibility it provides to gambling brands, is a public health concern that needs to be debated and addressed. We recommend that legislators revisit the relationship between football in the UK and the sponsorship it receives from the gambling industry.  相似文献   

A Comparison of Two Approaches for Observing Cooperative Group Work     

Catherine Poulsen  Christina Kouros  Sylvia d'Apollonia  Philip C. Abrami  Bette Chambers  Nina Howe 《Educational Research and Evaluation》2013,19(2):159-182

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Philosophy,Politics, and User Interface: The Medium is Still the Message. A Response to Carver     

Samuel A. Chambers 《传播与批判/文化研究》2013,10(4):426-429

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Inequity in the Performance Evaluation Process: How You Rate Me Affects How I Rate You   总被引：1，自引：0，他引：1  

Brad A. Chambers  Neal Schmitt 《Journal of Personnel Evaluation in Education》2002,16(2):103-112

The current study examined issues of leniency in the ratings provided by students for their instructors. Based on equity theory from the psychological literature, we proposed that individuals would consider the evaluations that they expect to receive in concurrent classes when evaluating the effectiveness of a given instructor. Our results suggest that individuals may form a mental comparison between how they expect to be graded in a given class with how they have been rated or expect to be rated in other classes. This comparison then leaves the individual either satisfied or dissatisfied, thus influencing the ratings that they provide for their superiors. Limitations of the current results are discussed, and recommendations for future research are advanced.  相似文献   

征服我心的故事     

Kate  Chambers  小波 《海外英语》2004,(3):15

She Conquered My Heart with Her Stories In a hot,airless room in Africa,surrounded bycustoms officials,I filled out forms to get a resi-dency permit. “Where did you meet your spouse?”Thatwash’t hard.Neither was filling in my educationalqualifications. But the next question had me  相似文献   

The Use and Abuses of Emulation as a Pedagogical Practice          下载免费PDF全文

Mark E. Jonas  Drew W. Chambers 《Educational theory》2017,67(3):241-263

From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, “emulation” referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for its tendency to foster invidious competition between students and to devalue learning. Ultimately, by the late nineteenth century emulation as a specific pedagogical practice had disappeared in American educational culture. In this article, Mark Jonas and Drew Chambers ask whether the disappearance of emulation is something to be celebrated or lamented. To answer this question they examine the historical concept of educational emulation and analyze the bases on which proponents and opponents argued. Parties on both sides of the debate framed their arguments in close relation to the way emulation was being used at that time, which prioritized actual competitions and prizes. In that context, the opponents made a better case, which presumably contributed to emulation's disappearance in schools afterwards. However, as earlier proponents of emulation argued, emulation need not be restricted to competitions and prizes. Instead, these proponents offered a philosophically and psychologically rich defense of emulation, but these were not carried through to an appropriate degree. The authors conclude that, construed appropriately, emulation not only had tremendous educational potential then, but still does today. With intentional effort on the part of teachers, emulation can greatly enrich students' lives and act as a powerful learning motivator.  相似文献   

Age, Prior Opinions, and Peer Interactions in Opinion Restructuring     

Susan M. Chambers 《Child development》1995,66(1):178-192

A sample of 160 6-, 8-, and 11-year-old children and adults expressed their opinion on a topic alone (pretest), jointly with a peer (test), and then alone (posttest). Opinion restructuring was measured by view-change type and the addition of reasons incorporated from 6 types of peer interactions (agreements and disagreements with 3 levels of complexity). Prior opinion was examined by comparing performances for pairs holding congruous or noncongruous pretest views of the topic. Age affected the number, type, and elaboration level of pretest reasons; the complexity level of peer interactions and the type of peer interactions that led to the incorporation of reasons; and the type of view change. Prior opinion affected the likelihood of view change and the kind of reasons added. The findings are related to developmental models of peer influences on cognitive restructuring and to models of persuasion and children's suggestibility in eyewitness memory.  相似文献