Comments on “the uses of Lawson's test of formal reasoning in the israeli science education context”     

Gabriel Sunday Bomide 《科学教学研究杂志》1991,28(5):463-464

In a recent article that appeared in this journal, Hofstein and Mandler (1985) reported a study which employed the Lawson's (1978) classroom test of formal reasoning to determine, among other things, the relationship between achievement in science and mathematics in a sample of Israeli students. Based on their findings, the authors raised objections to the classroom utility of the test for diagnosing students' developmental levels. The present author, however, argued that the case has not been properly established in view of one major methodological problem which seemed to characterize the study. Accordingly, the plea to abandon Lawson's test of formal reasoning was questioned.  相似文献   

Student Engagement at a Large Suburban Community College: Gender and Race Differences     

Varalakshmi Sontam  George Gabriel 《Community College Journal of Research & Practice》2013,37(10):808-820

Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible individual differences in student engagement and explored how it maps on to student achievement. As predicted, the results indicate that there are gender and race differences in student engagement—females show greater engagement than males, and African-American students show greater engagement than students of other races. The results are discussed in the context of student achievement as indicated by students’ self-reported GPAs.  相似文献   

Factor Analysis of Drawings: Application to college student models of the greenhouse effect     

Julie C. Libarkin  Stephen R. Thomas  Gabriel Ording 《International Journal of Science Education》2013,35(13):2214-2236

Exploratory factor analysis was used to identify models underlying drawings of the greenhouse effect made by over 200 entering university freshmen. Initial content analysis allowed deconstruction of drawings into salient features, with grouping of these features via factor analysis. A resulting 4-factor solution explains 62% of the data variance, suggesting that 4 archetype models of the greenhouse effect dominate thinking within this population. Factor scores, indicating the extent to which each student's drawing aligned with representative models, were compared to performance on conceptual understanding and attitudes measures, demographics, and non-cognitive features of drawings. Student drawings were also compared to drawings made by scientists to ascertain the extent to which models reflect more sophisticated and accurate models. Results indicate that student and scientist drawings share some similarities, most notably the presence of some features of the most sophisticated non-scientific model held among the study population. Prior knowledge, prior attitudes, gender, and non-cognitive components are also predictive of an individual student's model. This work presents a new technique for analyzing drawings, with general implications for the use of drawings in investigating student conceptions.  相似文献   

Le décrochage enseignant : état des connaissances     

Thierry Karsenti  Simon Collin  Gabriel Dumouchel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(5):549-568

Teacher attrition: state of knowledge – At a time when a number of countries are concerned about teacher shortages, the question arises why so many teachers are leaving the profession. This review of the literature, based on the analysis of 69 scientific papers (containing either empirical data or rigorous theoretical analysis) specifically aims to provide answers to this question by identifying the factors involved in teacher attrition. The listed factors are divided into three categories (factors related to teaching tasks, to the teacher or to the social environment), and then examined in the conclusion.  相似文献   

Testing collective memory: Representing the Soviet Union on multiple-choice questions     

Gabriel A. Reich 《课程研究杂志》2013,45(4):507-532

This article tests the assumption that state-mandated multiple-choice history exams are a cultural tool for disseminating an ‘official’ collective memory. Findings from a qualitative study of a collection of multiple-choice questions that relate to the history of the Soviet Union are presented. The 263 questions all come from New York State Regents exams that were administered between 1980–2010. Test questions were organized by decade, analysed for content, and then synthesized into historical narratives. These narratives were then analysed to see the extent to which they changed as the Soviet Union decayed, collapsed, and then broke up into new nation states. Particular attention was paid to the period that begins with the Cold War and ends with the present situation in post-Soviet Russia. The analysis shows that, despite great upheavals in the history of the Soviet Union, and changes in New York State standards and testing policies, the narrative that exists on these exam questions largely remains the same. This suggests that official narratives are slow to change. Further research should look at the extent to which test-taker knowledge and acceptance of official narratives affect performance on multiple-choice history items.  相似文献   

The entrance of women into the teaching profession in Spain (1855–1940)     

Narciso de Gabriel 《History of education》2013,42(3):334-354

The admission of women to the teaching field was conditioned by many different circumstances that varied depending on time and place. This article will examine the evolution of this process in Spain in an attempt to identify some of the contributing factors: a patriarchal mentality which held that women had a special aptitude for teaching; a segregationist and sexist conception of education; the intention of some of the reformist sectors to broaden work opportunities for women; and the struggle of women themselves to enter the workforce, owing to the lack of opportunities for study and work offered to them. I will also examine some of the resistance they had to overcome to gain access to this profession.  相似文献   

When teaching style matches students’ epistemic (in)dependence: The moderating effect of perceived epistemic gap   总被引：1，自引：0，他引：1  

Alain Quiamzade  Gabriel Mugny  Armand Chatard 《European Journal of Psychology of Education - EJPE》2009,24(3):361-371

In a 2×2×2 factorial design, 3rd year Romanian psychology students (N=94) were assigned into 2 groups according to the extent to which they acknowledged an epistemic dependence (lowvs. high) toward their professor. They then compared the competence of 3rd year students to that of 1st year or 5th year students. Finally, they were exposed to a persuasive counter-attitudinal message from an epistemic authority, framed in an authoritarian vs. democratic style. The main dependent variable was the influence of the counter-attitudinal message. Results show an interaction between the three variables. No effects were found among students in the upward social comparison condition in which they felt particularly incompetent. The expected interaction between style and dependence was significant in the down ward comparison condition where participants felt more competent than 1st year students. Students high in perceived epistemic dependence were more influenced by the authoritarian style than those low in epistemic dependence. The reverse tended to be true for participants exposed to the democratic style.  相似文献   

A Good Story: Children With Imaginary Companions Create Richer Narratives     

Gabriel Trionfi  Elaine Reese 《Child development》2009,80(4):1301-1313

In line with theories that children's pretend play reflects and extends their narrative skills, children with imaginary companions were predicted to have better narrative skills than children without imaginary companions. Forty-eight 5½-year-old children and their mothers participated in interviews about children's imaginary companions. Children also completed language and narrative assessments. Twenty-three of the children (48%) were deemed to have engaged in imaginary companion play. Children with and without imaginary companions were similar in their vocabulary skills, but children with imaginary companions told richer narratives about a storybook and a personal experience compared to children without imaginary companions. This finding supports theories of a connection between pretend play and storytelling by the end of early childhood.  相似文献   

A technology gap interpretation of growth paths in Asia and Latin America     

Mario Cimoli  João Basilio Pereima  Gabriel Porcile 《Research Policy》2019,48(1):125-136

This paper presents a North-South technology gap model which combines the Schumpeterian approach to technical and structural change with the Keynesian perspective on effective demand and the Balance-of-Payments (BOP) constraint as drivers of growth. Three are the contributions of the paper. First, it develops a model in which the technology gap, relative productivity and relative wages co-evolve and may generate different paths of convergence or divergence between South and North depending on the parameters of the model. Second, the parameters of the model are associated with different types of policies, which allows for discussing how these policies may change the growth path. Finally, the model is used to discuss the contrasting experiences of Asia and Latin America since 1970. Convergence in Asia and divergence in Latin America have been extensively debated topics in the literature on comparative economic development, which highlights the crucial role of industrial policy. It is argued that the results of the technology gap model are consistent with the findings of this literature and helps understand the forces behind convergence and divergence.  相似文献   

Rotational and linear head accelerations from taekwondo kicks and punches     

Gabriel P. Fife  Sae Yong Lee 《Journal of sports sciences》2018,36(13):1461-1464

The purpose was to compare rotational and linear head accelerations as a result of taekwondo kicks and punches. Taekwondo athletes executed five repetitions of the turning kick, spinning hook kick, hook punch, straight punch, and jab punch to a Hybrid III Crash Test Dummy head-neck complex. A tri-axial accelerometer and an angular rate sensor were mounted inside the Hybrid III head to measure resultant linear (RLA) and rotational accelerations. The Hybrid III was fixed to a height-adjustable frame and fitted with protective taekwondo headgear. Dummy head height was positioned to each participant’s standing height. Acceleration data were processed in accordance with SAE J211-1.There was no significant multivariate difference in RLA but the effect was not clear. Univariate follow-up analysis showed a significant difference in RLA but the effect was also not clear. There was no difference in rotational acceleration. The highest RLA and rotational acceleration were produced, in order, by the turning kick, hook kick, hook punch, straight punch, and jab. These data are clinically important as they provide a better understanding of the biomechanical injury measures and support for improved headgear testing methodology.  相似文献