EVALUATING STUDENTS’ UNDERSTANDING OF KINETIC PARTICLE THEORY CONCEPTS RELATING TO THE STATES OF MATTER, CHANGES OF STATE AND DIFFUSION: A CROSS-NATIONAL STUDY     

David F. Treagust  A. L. Chandrasegaran  Julianne Crowley  Benny H. W. Yung  Irene P.-A. Cheong  Jazilah Othman 《International Journal of Science and Mathematics Education》2010,8(1):141-164

This paper reports on the understanding of three key conceptual categories relating to the kinetic particle theory: (1) intermolecular spacing in solids, liquids and gases, (2) changes of state and intermolecular forces and (3) diffusion in liquids and gases, amongst 148 high school students from Brunei, Australia, Hong Kong and Singapore using 11 multiple-choice items that required students to provide explanations for their selection of particular responses to the items. Students’ responses to the items revealed limited understanding of the particle theory concepts, with nine alternative conceptions held by more than 10% of various samples of students. Also, 40.5–78.4% of all students indicated consistent understanding relating to the three conceptual categories based on their responses to the 11 items. However, when their explanations were taken into account, very few students displayed consistent understanding of the related concepts.  相似文献   

Perceptual completion in newborn human infants     

Valenza E  Leo I  Gava L  Simion F 《Child development》2006,77(6):1810-1821

Despite decades of studies of human infants, a still open question concerns the role of visual experience in the development of the ability to perceive complete shapes over partial occlusion. Previous studies show that newborns fail to manifest this ability, either because they lack the visual experience required for perceptual completion or because they fail to detect the pattern of motion. To distinguish these possibilities, newborns' perception of a center-occluded object was tested, using stroboscopic motion. Infants (mean age of 72 hr) perceived the object as a connected unit, providing the first evidence that the newborn is capable of filling in gaps in the visible surface layout when the relevant visual information can be detected by his or her immature visual system.  相似文献   

Math Performance and Academic Anxiety Forms,from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants     

Caviola  Sara  Toffalini  Enrico  Giofrè  David  Ruiz  Jessica Mercader  Szűcs  Dénes  Mammarella  Irene C. 《Educational Psychology Review》2022,34(1):363-399

Educational Psychology Review - The relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety...  相似文献   

Children can represent complex social status hierarchies: Evidence from Indonesia     

Jamie Amemiya  Kiara Widjanarko  Irene Chung  Lin Bian  Gail D. Heyman 《Child development》2023,94(6):1730-1744

Children's ethnicity-status associations are often studied in societies where one ethnic group possesses status across multiple dimensions, such as political influence and wealth. This study examined children's (6–12 years) and adults' representations of more complex hierarchies in Indonesia (N = 341; 38% Native Indonesian, 33% Chinese Indonesian, and 27% other ethnicities; 55% female, 36% male; 2021–2022), a society where ethnic groups hold distinct forms of status (on average, Native Indonesians have political influence; Chinese Indonesians have wealth). By 6.5 years, children associated Native Indonesians with political influence and Chinese Indonesians with wealth. Intersectional analyses indicated that ethnicity-status associations were stronger for male than female targets. Children of all ethnicities preferred Chinese Indonesians and preferences were predicted by wealth judgments.  相似文献   

Effective use of assistive technology in inclusive classroom: views of teachers on resources and challenges in a developing economy     

Irene VANDerpuye  Martha-Pearl Okai 《Support for Learning》2023,38(2):68-82

This study explores challenges confronting teachers in using assistive technologies (ATs) in inclusive schools. Data was retrieved from ten teachers in the Western Region of Ghana. Thematic analysis, with the aid of NVivo 12, revealed that teachers think ATs are costly and difficult to maintain. Alongside poor resources, the combined effect of lack of patience and unwilling attitude of teachers at deploying best suited ATs, poses the biggest challenge to effective AT usage. We recommended increased emphasis on best suited ATs that are cheap and easy to maintain. Regular training, oriented towards enhancing teachers' skills and attitude is vital.  相似文献