Understanding the impact of guiding inquiry: the relationship between directive support,student attributes,and transfer of knowledge,attitudes, and behaviours in inquiry learning     

Ido Roll  Deborah Butler  Nikki Yee  Ashley Welsh  Sarah Perez  Adriana Briseno  Katherine Perkins  Doug Bonn 《Instructional Science》2018,46(1):77-104

Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry.  相似文献   

Second Life     

Xi Zhang  Zhenjiao Chen  Doug Vogel  Zhongyun Zhou 《TechTrends》2008,52(1):5-6

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Understanding what is possible across a career: professional identity development beyond transition to teaching     

Vahid Mahmoudi-Gahrouei  Mansoor Tavakoli  Doug Hamman 《Asia Pacific Education Review》2016,17(4):581-597

Professional identity surfaces repeatedly as an important underlying factor in teacher development. A sequential explanatory mixed methods design was used to investigate identity development in terms of teachers’ expected and feared possible selves. Teachers (n = 120) representing three career groups (prospect, new, and experienced) participated. The findings reveal differences in possible selves which are detectable based on career group. New teachers exhibited a greater focus on task self-concepts; prospective teachers expressed both task and quality possible selves; and experienced teachers expressed identities more concerned about the quality-focused ones. Our findings also reveal a potential transition path in professional identity development.  相似文献   

Where the buck stops: class differences in support for education     

D. W. Livingstone  Doug Hart 《教育政策杂志》2013,28(3):351-377

There has been little critical scrutiny of the extent to which the members of different social classes support current public educational institutions. This paper explores the attitudes toward education of class groups in relation to the declared agendas of class leaders, using public opinion surveys conducted regularly in Canada's economic heartland of Ontario between 1978 and 1996.

An analysis of class leaders’ public discourse indicates that corporate leaders stress the waste and inefficiencies of the current school system, the need for market‐driven initiatives to overcome these problems, and a general belief that such reforms coupled with cost reductions and lower government deficits can lead to economic growth and job creation. Some labour union and other leaders associate declining school quality with spending cuts, defend equal access to education, and promote measures such as a reduced normal workweek to address the education‐jobs gap rather than continuing deficit reduction and more reliance on private and individual initiative.

Corporate executives are shown to hold much more strongly consensual, fiscally restrictive views on education than other class groups. Other classes hold less consensual but equally coherent and fiscally responsible attitudes on education spending. Professional and managerial class groups, whom some analysts predict to be most disaffected, have only decreased their degree of support for increased education spending and taxes. Support for education funding among working‐class groups has increased since the early 1980s. There is also now at least plurality support for a shorter workweek in all class groups except corporate executives. Corporate business attempts to resettle the social contract with a downsized state education system are so far failing in the realm of public opinion.

It is a question of whether we can grasp the real nature of our society, or whether we persist in social and educational patterns based on a limited ruling class, a middle professional class, a large operative class, cemented by forces that cannot be challenged and will not be changed. The privileges and barriers, of an inherited kind, will in any case go down. It is only a question of whether we replace them by the free play of the market, or by a public education designed to express and create the values of an educated democracy and a common culture (Williams 1961: 155)  相似文献   

Development and validation of a method to directly measure the cable force during the hammer throw   总被引：1，自引：0，他引：1  

Brice SM  Ness KF  Rosemond D  Lyons K  Davis M 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(2):274-287

The development of cable force during hammer-throw turns is crucial to the throw distance. In this paper, we present a method that is capable of measuring cable force in real time and, as it does not interfere with technique, it is capable of providing immediate feedback to coaches and athletes during training. A strain gauge was mounted on the wires of three hammers to measure the tension in the wire and an elite male hammer thrower executed three throws with each hammer. The output from the gauges was recorded by a data logger positioned on the lower back of the thrower. The throws were captured by three high-speed video cameras and the three-dimensional position of the hammer's head was determined by digitizing the images manually. The five best throws were analysed. The force acting on the hammer's head was calculated from Newton's second law of motion and this was compared with the force measured via the strain gauge. Qualitatively the time dependence of the two forces was essentially the same, although the measured force showed more detail in the troughs of the force-time curves. Quantitatively the average difference between the measured and calculated forces over the five throws was 76 N, which corresponds to a difference of 3.8% for a cable force of 2000 N.  相似文献   

Promoting attitude change and expressed willingness to take action toward climate change in college students     

Gale M. Sinatra  CarolAnne M. Kardash  Gita Taasoobshirazi  Doug Lombardi 《Instructional Science》2012,40(1):1-17

This study examined the relationship among cognitive and motivational variables impacting college students’ willingness to take mitigative action to reduce the impacts of human-induced climate change. One hundred and forty college students were asked to read a persuasive text about human-induced climate change and were pre and post tested on their attitudes about climate change and their willingness to take action to mitigate its effects. Students showed statistically significant changes in their attitudes about climate change and their willingness to commit to take action. A path model demonstrated that openness to change and a willingness to think deeply about issues predicted both change in attitudes and expressed willingness to take action. This research demonstrates that a persuasive text has the potential to promote change around complex socio-scientific issues.  相似文献   

“I'M PREPARED FOR ANYTHING NOW”: STUDENT TEACHER AND COOPERATING TEACHER INTERACTION AS A CRITICAL FACTOR IN DETERMINING THE PREPARATION OF “QUALITY” ELEMENTARY READING TEACHERS     

Mellinee K. Lesley Ph.D.  Doug Hamman  Arturo Olivarez  Kathryn Button  Robin Griffith 《The Teacher Educator》2013,48(1):40-55

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Datebook     

Neal Strudler  Doug Hearrington 《TechTrends》2003,47(6):67-67

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Print Media and PR     

Sidney L. Jackson  Barbara Nykoruk  Doug Newsom  Alan Scott  Richard Weiner 《Communication Booknotes Quarterly》2013,44(9):110-111

Sidney L. Jackson's Libraries and Librarianship in the West: A Brief History (New York: McGraw-Hill, 1974---price not given, hardback)

Barbara Nykoruk (ed.) Authors in the News (Detroit, Mich.: Gale Research Co., 1976---$24.00)

Doug Newsom and Alan Scott's This is PRI The Realities of Public Relations (Belmont, Calif.: Wadsworth, 1976---$12.95 1 with an instructor's manual available as well)

Richard Weiner's Professional's Guide to Publicity (Richard Weinter, Inc., 888 Seventh Ave., New York 10019---$6.95, paper)

Richard Weiner's Syndicated Columnists (hardbound, 154 pages, $20.00)  相似文献   

How One State Tackles Environmental Education     

Doug Knapp 《The Journal of environmental education》2013,44(3):32-39

Abstract

In December of 1997, an international conference was held in Thessaloniki, Greece, to celebrate the 20th anniversary of the Tbilisi Doctrine and to reorient education for sustainability in the 21st century. The culmination of this event was the Thessaloniki Declaration—a charter for the future of education for sustainability. In only 2 of the 29 statements made in the Declaration was the term environmental education mentioned. One of those references suggested that environmental education be referred to as education for environment and sustainability. The author believes that this scant use of the term environmental education indicates that the term is finding decreasing support in the international community. The author reviews reasons why environmental education's position is in peril and offers a status report on the current criticisms and weaknesses of environmental education. The author outlines several important strategies that must be implemented to preserve the name and the concept of environmental education for decades to come.  相似文献