First-year tertiary students' understandings of iron filing patterns around a magnet     

John Guth  John Pegg 《Research in Science Education》1994,24(1):137-146

This paper describes responses from 28 first-year university physics students to one question of a written test which was followed up by an interview. The study has two main research aims. Firstly, it characterises the conceptual structures of students regarding the phenomenon in question. As well as being interesting in their own right, these student understandings cast light on some broader issues regarding understanding of field representations. While students' understandings of circuit electricity are well described in the existing science education literature, their understandings of field phenomena are not. Secondly, it throws light on theoretical questions about the SOLO Taxonomy, which is the framework used to study the students' conceptual structures. Of particular interest is the nature of student thinking that marks transition from the Concrete Symbolic to the Formal SOLO mode in this area. Specializations: physics education, electricity and magnetism, conceptual structures, SOLO Taxonomy. Specializations: SOLO Taxonomy, conceptual structures, mathematics education.  相似文献   

Observing preschool storytime practices in Aotearoa New Zealand's urban public libraries     

Anne Goulding  John Dickie  Mary Jane Shuker 《Library & information science research》2017,39(3):199-212

This study explores how preschool storytimes in public libraries in Aotearoa New Zealand incorporate practices which have been identified as beneficial for children's early literacy skills. The results of observations of storytimes in four public library services are reported, focusing on whether they included activities that foster six key literacy skills: print motivation; phonological awareness; vocabulary; narrative skills; print awareness and print concepts; and letter awareness. The results indicate that the storytimes observed focused strongly on techniques to increase children's print motivation, and other skills, such as the development of letter awareness, did not feature as frequently. It is suggested that the librarians leading the sessions were wary of introducing more formal instructional elements into the storytimes because they felt it might detract from the main aim of the sessions, which was to encourage children to enjoy books and reading.  相似文献   

Social support and digital inequality: Does Internet use magnify or mitigate traditional inequities in support availability?     

Stephen A. Rains  Eric Tsetsi 《Communication monographs》2017,84(1):54-74

This study tested competing predictions about the implications of Internet use for traditional inequities in social support availability. Using survey data collected as part of the Pew Internet and American Life Project, inequities in social support availability stemming from demographic and network-related factors were examined among non-users, Internet users, and Internet users who also participated in a social network site (SNS). The results offered evidence consistent with the social compensation perspective. Traditional inequities in support availability related to age, race, and total network size persisted among respondents who did not use the Internet, but were less evident or absent among Internet users and/or Internet users who participated in an SNS. Using the Internet to connect with others appeared to be an important mechanism through which inequality in support availability was mitigated.  相似文献   

Pupils’ attitudes towards school science as they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter?     

Gary Beauchamp  John Parkinson 《Education and Information Technologies》2008,13(2):103-118

The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through ICT was the prevalent culture in the school. Thirty year six pupils [aged 10–11 years] were selected at random from the final year cohort and were interviewed to determine their views about school science and their views about the teaching methods employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to their new school, and were again asked their views about school science and the way it was taught. While in the primary school, pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary school, which compensated for the relative lack of ICT in science teaching.  相似文献   

From the Ground Up: Learning Through Immersion in Business     

John H. Antil  Christine T. Kydd 《Decision Sciences Journal of Innovative Education》2008,6(1):167-172

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Hemispheric laterality in music and math     

Gary Michael Szirony  John S. Burgin  L. Carolyn Pearson 《Learning Inquiry》2008,2(3):169-180

Hemispheric laterality may be a useful concept in teaching, learning, training, and in understanding more about human development. To address this issue, a measure of hemispheric laterality was compared to musical and mathematical ability. The Human Information Processing Survey (HIPS) instrument, designed to measure hemispheric laterality, was administered to 101 participants who were then asked to provide a measure of their conceptual aptitude for mathematics and music. Scores were then compared through canonical correlation to test the hypothesis that perceived mathematical ability may be explained by left-brain hemisphere preference and musical by the right hemisphere. A relatively strong correlation was found between music ability and right-brain hemisphere preference. A relationship between math and left-brain hemisphere preference or integrated brain processing scores was found to be marginal. Ramifications to learning are discussed.  相似文献   

Metricon 2.0关注安全度量     

Gunnar Peterson　John Steven 《中国教育网络》2008,(2):26-27

2007年IEEE在波士顿召开了Metricon2.0工作会议,同时进行的还有第十六届Usenix安全研讨会.与会人员被问到的首要问题是:"度量事关重大吗?"你可以想象,与会者对这一问题的直觉问答会是"yes",但是经过会议当天的一番激辩,支持这一回答的人数在数量上只是稍占上风.  相似文献   

Investigation of Single-Case Multiple-Baseline Randomization Tests of Trend and Variability     

Levin  Joel R.  Ferron  John M.  Gafurov  Boris S. 《Educational Psychology Review》2021,33(2):713-737

Educational Psychology Review - Previous simulation studies of randomization tests applied in single-case educational intervention research contexts have typically focused on A-to-B phase changes...  相似文献   

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation     

Henderson  J. Bryan  Zillmer  Nicole  Holton  April  Weiner  Steven  Greenwald  Eric  Goss  Megan  Lopez  M. Lisette  Morales  Christina  Pearson  P. David  McNeill  Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815

Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence...  相似文献   

Knowledge of Sets: a Didactic Phenomenon     

Bingolbali  Erhan  Demir  Gokhan  Monaghan  John D. 《International Journal of Science and Mathematics Education》2021,19(6):1187-1208

International Journal of Science and Mathematics Education - This paper examines a didactic phenomenon, a perception that the elements of sets have a common property, e.g. that {1, 2, 3} and {a, b,...  相似文献