Preservice elementary teachers' explicit beliefs about multiplication and division     

Dina Tirosh  Anna O. Graeber 《Educational Studies in Mathematics》1989,20(1):79-96

This study, conducted in the United States, was designed to assess the extent to which the beliefs, multiplication always makes bigger and division always makes smaller, are explicitly held by preservice elementary teachers. Paper and pencil instruments were administered to 136 preservice elementary teachers in a large university in the southeastern United States. Responses on the instruments and in interviews provide insight into the sources of preservice teachers' beliefs and into the relationship among preservice teachers' beliefs, computational skills, and performance on word problems.  相似文献   

To Define Or Not To Define: The Case Of (-8)1/3     

Dina Tirosh  Ruhama Even 《Educational Studies in Mathematics》1997,33(3):321-330

This paper discusses two possible approaches to (-8)^1/3. The first is that (-8)^1/3 = ³(-8) = -2. The second is that (-8)^1/3 is undefined. The pros and cons of each of these approaches are considered and some implications to teacher education are specified.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

The Role of Intuitive Rules in Science and Mathematics Education     

Ruth Stavy  Dina Tirosh 《欧洲师范教育杂志》1996,19(2):109-119

During the last two decades many researchers in mathematics and science education have studied students’ conceptions and ways of reasoning in mathematics and science. Most of this research is content‐specific. It was found that students hold alternative ideas that are not always compatible with those accepted in science. It was suggested that in the process of learning science or mathematics, students should restructure their specific conceptions to make them conform to currently accepted scientific ideas. In our work in mathematics and science education it became apparent that some of the alternative conceptions in science and mathematics are based on the same intuitive rules. We have so far identified two such rules: “More of A, more of B”, and “Subdivision processes can always be repeated”. The first rule is reflected in subjects’ responses to many tasks, including all classical Piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.) in all tasks related to intensive quantities (density, temperature, concentration, etc.) and in all tasks related to infinite quantities. The second rule is observed in students’, preservice and inservice teachers’ responses to tasks related to successive division of material and geometrical objects and in seriation tasks. In this paper, we describe and discuss these rules and their relevance to science and mathematics education.  相似文献   

Simplifying Algebraic Expressions: Teacher Awareness and Teaching Approaches     

Dina Tirosh  Ruhama Even  Naomi Robinson 《Educational Studies in Mathematics》1998,35(1):51-64

This study investigates four seventh-grade teachers' awareness of students' tendency to conjoin or 'finish' open expressions. It also investigates teachers' ways of coping with this tendency. Three types of data were collected: 1) lesson plans, 2) lesson observations, and 3) post-lesson interviews. The analysis showed that the two experienced teachers were aware of this tendency and some of its possible sources, while the novices were unaware of either. Teaching approaches related to this tendency also differed considerably. In conclusion we analyze these teaching methods in light of the existing literature and discuss possible short- and long-term implications of the use of each approach.  相似文献   

Stairway to employment? Internships in higher education     

Patrícia Silva  Betina Lopes  Marco Costa  Dina Seabra  Ana I. Melo  Elisabeth Brito  Gonçalo Paiva Dias 《Higher Education》2016,72(6):703-721

This article aims to shed light on the current debate regarding the role of internships in higher education in graduates’ employability. In specific, it analyses empirical data on a large-scale study of Portuguese first-cycle study programmes, in order to explore indicators of the professional value of internships in the employability of higher education graduates. Results demonstrate that study programmes that include internships tend to significantly enhance graduates’ employability, particularly within the universe of polytechnic and public higher education institutions. Besides the instrumental value of internships, the impact of the nature and structure of the internship on the percentage of unemployed graduates are also discussed. Mandatory internships and the inclusion of multiple, shorter internships throughout the degree are negatively associated with unemployment levels. Results indicate work-based learning can be used as a successful strategy to bridge theoretical knowledge and practice and enhance graduate employability. These findings provide important insights for the evaluation and/or the design of internship programmes in higher education.  相似文献   

Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science   总被引：1，自引：2，他引：1  

Markowitz  Dina G. 《Journal of Science Education and Technology》2004,13(3):395-407

Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.  相似文献   

A cross-national survey of cultural expectations and sex-role standards in reading     

John Downing  Carol A. Dwyer  Dina Feitelson  Mogens Jansen  Ritva Kemppainen  Hilkka-Liisa Matihaldi  David R. Reggi  Takahiko Sakamoto  Hugh Taylor  Derek V. Thackray  Douglas Thomson 《Journal of Research in Reading》1979,2(1):8-23

Cultural expectations and sex-role standards about reading in Canada, Denmark, England, Finland, Israel, Japan, and U.S.A. were investigated. A picture test showing various activities and objects including reading and books was administered in each country to six sub-samples that approximated to the levels: students in grades I, IV, VIII, and XII, college students, and adults. Subjects had to ascribe the activity or object as being appropriate for either a boy or a girl. The results were consistent with the hypothesis that cultural expectations and sex-role standards about reading are congruent within one country but that they differ between countries. In particular, boys in Canada and the U.S.A. rapidly learn to perceive reading as a feminine activity, whereas Danish and Japanese males at all ages consistently view reading as acceptable masculine behaviour.  相似文献   

The Effect of Field Trips to University Research Labs on Israeli High School Students’ NOS Understanding     

Dina Tsybulsky  Jeff Dodick  Jeff Camhi 《Research in Science Education》2018,48(6):1247-1272

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Using early care and education quality measures with dual language learners: A review of the research     

Ellen Peisner-Feinberg  Virginia Buysse  Allison Fuligni  Margaret Burchinal  Linda Espinosa  Tamara Halle  Dina C. Castro 《Early childhood research quarterly》2014

As the number of young dual language learners (DLLs) in early care and education (ECE) programs is increasing, it is critical to examine how well measures of the quality of practices in these settings reflect the needs of the diverse groups of children being served. This review of the research literature addressed these questions for ECE settings serving children birth-five: whether quality differs for settings serving high proportions of DLLs compared to typical samples, whether existing quality measures exhibit similar psychometric characteristics and associations with child outcomes in settings serving DLL and non-DLL children, and whether DLL-specific measures perform differently than general measures of quality. The search procedure produced 10 research studies that met the criteria for inclusion in the review out of approximately 3800 that were found initially and more than 300 that were reviewed. These studies included 10 out of 46 identified measures of ECE quality, including both general and DLL-specific measures. Findings suggested that widely used general ECE quality measures function similarly for DLLs compared to typical populations with regard to overall quality, psychometric characteristics, and child outcomes. Further research is needed to broaden the knowledge base for a wider variety of measures, beyond center-based settings, and beyond Spanish-speaking DLLs, as well as to enhance methodological approaches. There appear to be potential research opportunities through numerous existing studies that included DLL populations but had not analyzed their data in regard to these groups.  相似文献   

The cognitive development of young dual language learners: A critical review   总被引：1，自引：0，他引：1  

Raluca Barac  Ellen Bialystok  Dina C. Castro  Marta Sanchez 《Early childhood research quarterly》2014

Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major databases for research conducted with typically developing, preschool-age dual language learners between 2000 and 2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.  相似文献