Diagnosing Portuguese Students' Misconceptions about the Mineral Concept     

António Monteiro  Clévio Nóbrega  Isabel Abrantes  Celeste Gomes 《International Journal of Science Education》2013,35(17):2705-2726

Educational researchers and teachers are well aware that misconceptions—erroneous ideas that differ from the scientifically accepted ones—are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme.  相似文献   

Las posibilidades de un modelo teórico para la enseñanza de la comprensión lectora     

Isabel Solé 《Infancia y Aprendizaje》2013,36(39-40):1-13

Resumen

La autora aborda la problemática de la enseñanza de la comprensión lectora desde la perspectiva del modelo interactivo. Tras explicitar las características de este módelo y los avances que supone respecto de formalizaciones anteriores—bottom up y top down—, el artículo se centra en las indicaciones que de él se desprenden para la planificación de actividades de enseñanza/aprendizaje cuyo objeto es la comprensión de textos. Se insiste particularmente en la imposibilidad de aplicar mecánicamente dichos principios, y en la función primordial del maestro para promover en los alumnos estrategias adecuadas de comprensión lectora.  相似文献   

Sex education in Spain: the relevance of teachers’ training and attitudes / Educación sexual en España: importancia de la formación y las actitudes del profesorado     

José-Luis Martínez  Isabel Vicario-Molina  Eva González  Paola Ilabaca 《Infancia y Aprendizaje》2013,36(1):117-148

Abstract

This research has two main aims: a) the study of Spanish teachers’ training and attitudes towards sex education, as well as the delivery of this subject in classrooms, while also exploring the existence of differences according to personal and professional characteristics; and b) to examine the association between teachers’ training and attitudes, and the extent to which these variables predict the delivery of sex education. A total of 3,695 Infant, Primary, Secondary and High school teachers (66.1% women, 33.9% men) throughout the country completed a voluntary online questionnaire that inquired about their training and attitudes towards sex education, their delivery or non-delivery of this subject in classrooms, and other personal and professional characteristics. Analyses indicate that participants show positive attitudes towards sex education, but that 43.3% are not trained in this issue, and 48.6% do not teach it at school. Some significant differences by sex, educational stage and type of school have been found. In addition, trained teachers show more positive attitudes to sex education. Finally, having more positive attitudes and, to a lesser extent, having prior training, positively predicts the delivery of sex education. These results highlight the importance of reviewing and improving teachers’ training on sexuality and sex education, with particular emphasis on attitudinal contents.  相似文献   

Síntesis de la discusión de las ponencias sobre Psicología y Didáctica de la lengua     

Isabel Solé 《Infancia y Aprendizaje》2013,36(62-63):231-235

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Cognitive skills used to solve mathematical word problems and numerical operations: a study of 6- to 7-year-old children     

Isabel Maria Bjork  Claudine Bowyer-Crane 《European Journal of Psychology of Education - EJPE》2013,28(4):1345-1360

This study investigates the relationship between skills that underpin mathematical word problems and those that underpin numerical operations, such as addition, subtraction, division and multiplication. Sixty children aged 6–7 years were tested on measures of mathematical ability, reading accuracy, reading comprehension, verbal intelligence and phonological awareness, using a mix of standardised and experimenter-designed tests. The experimental hypothesis was that mathematical word problems will call upon cognitive skills that are different and additional to those required by numerical operations, in particular verbal ability and reading comprehension, while phonological awareness and reading accuracy will be associated with both types of mathematical problems. The hypothesis is partly affirmed and partly rejected. Reading comprehension was found to predict performance on mathematical word problems and not numerical operations, and phonological awareness was found to predict performance on both types of mathematics. However, the predictive value of verbal ability and reading accuracy was found to be non-significant.  相似文献   

Predicting child outcomes from preschool quality in Portugal     

Isabel M. P. Abreu-Lima  Teresa B. Leal  Joana Cadima  Ana Madalena Gamelas 《European Journal of Psychology of Education - EJPE》2013,28(2):399-420

The main purpose of this study is to analyze whether quality of preschool classrooms relates to 4- and 5-year-old children developmental outcomes. The study was conducted in 60 classrooms in Porto Metropolitan Area, Portugal. Children (N?=?215) were evaluated in the literacy, math, and behavior domains. Preschool quality was assessed through classroom observations using the ECERS-R and the Early Language and Literacy Classroom Observation. Global classroom quality although relatively low, predicted children’s literacy skills and behavior but not math skills. Quality of language and literacy environment was not consistently related to child outcomes. Mother educational level stood out as consistently predicting most of child developmental outcomes. The relevance of these results is discussed considering the Portuguese educational scenario, in the realm of an international context.  相似文献   

Sources of differences in the pattern of adoption of organizational and managerial innovations from early to late 1990s, in the UK   总被引：1，自引：0，他引：1  

Isabel Maria Bodas Freitas 《Research Policy》2008,37(1):131-148

This paper explores empirically how the pattern of adoption of an organizational and managerial innovation changes as diffusion occurs. In particular, the paper investigates whether and how differences over time in the patterns of use of organisational innovation are related to changes in the characteristics of the innovation in terms of its functionality and relative complementarity with other innovations, as well as to changes in the needs and capabilities of firms. For this purpose, firm level data from the British Workplace Industrial Relations Survey, in 1990 and 1998, are used.  相似文献   

Mapping public support for innovation: A comparison of policy alignment in the UK and France   总被引：1，自引：0，他引：1  

Isabel Maria Bodas Freitas  Nick von Tunzelmann 《Research Policy》2008,37(9):1446-1464

This paper proposes and tests a three-dimensional model of public support design as a framework to compare public incentives for innovation in firms through time and across countries, and consequently to compare forms of policy alignment of innovation objectives in an economy. Using data on 149 French and British policy programmes from the early 1980s to 2002, this paper shows that policy-makers implement programmes within a different three-dimensional design space in order to align several distinctive objectives and consequently strengthen the impact of governmental measures. Moreover, as the objectives of the national players and policy-makers evolved, the portfolio of innovation policies also evolved in their separate ways. Nevertheless, some similar trends are also observed.  相似文献   

Information behaviour of the millennial generation: a scoping review of medical residents and their use of social media     

Aurora Gonzlez‐Teruel  María‐Isabel Campos‐Pelez  Gerardo Fortea‐Cabo 《Health information and libraries journal》2021,38(1):5-31

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Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson     

Lynn Van den Berghe  Greet Cardon  Isabel Tallir  David Kirk  Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):653-670

Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year.

Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15?min of a lesson.

Sample &; method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male, M age?=?37.5?±?10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationships between student (dis)engagement and teaching behavior over the first 15?minutes of a PE lesson. Next, path analyses were conducted to analyze 5-to-5?minute interactions between teaching behavior and student (dis)engagement.

Results: Student engagement correlated positively and disengagement correlated negatively with need support, while engagement correlated negatively and disengagement correlated positively with need-thwarting over the first 15?minutes of the lesson. There were few significant relationships between student engagement and teachers’ behavior across and between each of the three 5-minute intervals. Only when teachers provided more need support during the first 5?minutes of the lesson, students were more engaged in the third 5?minutes of the lesson. When students were more disengaged during the first 5?minutes of the lesson, teachers displayed less need support in the following 10?minutes of the lesson. In contrast, student disengagement in the second 5?minutes of the lesson related to more need support in the next 5?minutes. Most of the within-interval relationships between student engagement and teachers’ behaviors were inconsistent, but we did find positive relationships between student disengagement and need-thwarting teaching behaviors in the first and third interval, suggesting a rather direct and momentary within 5-minute intervals interaction between teachers and students.

Conclusions: Findings of the present observational study suggest that, although overall relationships between student (dis)engagement and teachers’ behavior were in the expected directions, the picture might become more complicated when relationships are investigated according to the timing of the lesson, an issue that has remained uncovered in self-reported studies. While student disengagement was related to less need support and more need-thwarting teaching behaviors, more detailed analyses showed that it was particularly student disengagement in the beginning of a lesson that elicited less positive teaching behaviors. When students display disengagement further along in the first 15?minutes of the lesson, teachers seemed to respond in a more need-supportive way to student disengagement. Such findings provide interesting insights to build interventions for teachers around certain critical moments during the lesson, for example when dealing with student disengagement at a specific moment in the lesson.  相似文献