Learning from and responding to students' questions: The authoritative and dialogic tension   总被引：1，自引：1，他引：0  

Orlando G. Aguiar  Eduardo F. Mortimer  Phil Scott 《科学教学研究杂志》2010,47(2):174-193

In this study we present an analysis of classroom interactions initiated by students' wonderment questions. Our interest in such events arises from their potential to stimulate active intellectual engagement in classrooms, which can impact upon the subsequent development of the classroom discourse. In investigating this issue we shall address the following research question: How do student questions impact upon the teaching explanatory structure and modify the form of the ongoing classroom discourse, in selected science lessons? From data collected in a Brazilian secondary school we have selected three classroom episodes, with large differences in both the context in which the student's question emerges and in the communicative approach developed in response to it. The analysis, based on the framework proposed by Mortimer and Scott [Mortimer and Scott (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press], shows that questions made by students are important in providing feedback from students to the teacher, enabling adjustments to the teaching explanatory structure. These adjustments sometimes occur smoothly, at other times with major changes to the features of the classroom discourse, and elsewhere with misunderstanding and disagreement. The data also suggest the need to consider students' intentions and their active participation in the negotiation of both the content and structure of classroom discourse. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:174–193, 2010  相似文献   

Summary versus argument tasks when working with multiple documents: Which is better for whom?   总被引：1，自引：0，他引：1  

Laura Gil  Ivar Bråten  Eduardo Vidal-Abarca  Helge I. Strømsø 《Contemporary educational psychology》2010

This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed better comprehension and integration of document contents than did students instructed to construct arguments from the documents. In the second experiment, focusing on whether the effects of task instructions on multiple-documents comprehension and integration could be moderated by students’ prior knowledge, it was found that only students with high prior knowledge were able to take advantage of instructions to construct arguments while reading, whereas low-knowledge readers seemed to be more hindered than helped by such task instructions. Theoretical as well as educational implications of these findings are discussed.  相似文献   

A biologically inspired model for pattern recognition     

Eduardo GONZALEZ  Hans LILJENSTRM  Yusely RUIZ 《Journal of Zhejiang University. Science. B》2010,11(2):115-126

In this paper, a novel bionic model and its performance in pattern recognition are presented and discussed. The model is constructed from a bulb model and a three-layered cortical model, mimicking the main features of the olfactory system. The olfactory bulb and cortex models are connected by feedforward and feedback fibers with distributed delays. The Breast Cancer Wisconsin dataset consisting of data from 683 patients divided into benign and malignant classes is used to demonstrate the capacity of the mod...  相似文献   

Detecting stable phase structures in EEG signals to classify brain activity amplitude patterns     

Yusely Ruiz  Guang Li  Walter J. Freeman  Eduardo Gonzalez 《浙江大学学报(A卷英文版)》2009,10(10):1483-1491

Obtaining an electrocorticograms （ECoG） signal requires an invasive procedure in which brain activity is recorded from the cortical surface. In contrast, obtaining electroencephalograms （EEG） recordings requires the non-invasive procedure of recording the brain activity from the scalp surface, which allows EEG recordings to be performed more easily on healthy humans. In this work, a technique previously used to study spatial-temporal patterns of brain activity on animal ECoG was adapted for use on EEG. The main issues are centered on solving the problems introduced by the increment on the interelectrode distance and the procedure to detect stable frames. The results showed that spatial patterns of beta and gamma activity can also be extracted from the EEG signal by using stable frames as time markers for feature extraction. This adapted technique makes it possible to take advantage of the cognitive and phenomenological awareness of a normal healthy subject.  相似文献   

Leaving the classroom: a didactic framework for education in environmental sciences     

Eduardo Dopico  Eva Garcia-Vazquez 《Cultural Studies of Science Education》2011,6(2):311-326

In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching environmental sciences and sustainable development might be focused on positive human-environment relationships, which is both important for the further development of students and educators. Within rural settings, there are many such examples of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology. When students are engaged through research with traditional cultural practices of environmental management, which is a part of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students. In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic cases where adults involved in a course of Continuous Education explore ‘environmentally-friendly’ practices of traditional agriculture in Asturias (north of Spain), employing methodologies of cultural studies.  相似文献   

Relative Age Effect,Biological Maturation,and Coaches’ Efficacy Expectations in Young Male Soccer Players     

Iván Peña-González  Jaime Fernández-Fernández  Manuel Moya-Ramón  Eduardo Cervelló 《Research quarterly for exercise and sport》2018,89(3):373-379

Purpose: The talent identification and selection process in young male soccer players is mainly focused on anthropometrics and physical performance, but social factors are also considered in this process. The purpose of this study was to test the existence of the relative age effect and its possible influence on anthropometrics and physical performance and to analyze coaches’ efficacy expectations. Method: Data for 564 young male soccer players (M_age = 13.7 ± 1.5 years; M_weight = 53.7 ± 11.6 kg; M_height = 160.2 ± 11.6 cm) included their birth quartile, maturity status, anthropometrics, a physical test battery, and coaches’ efficacy expectations. Results: Early-born players were overrepresented (p < .05). Early-born players were not statistically taller, heavier, or better at physical performance (p > .05) when maturation and chronological age were controlled as confounding factors. However, coaches expected more from early-born players (p < .05), and the inferential analysis showed likely to very likely worthwhile differences between the coaches’ expectations for players born in the first quartile of the year and those born in the fourth quartile of the year. Conclusions: Anthropometrical and physical performance variables were not affected by birth quartile, and coaches’ efficacy expectations were related to the relative age effect.  相似文献