A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases     

Kathy Cabe Trundle  Ronald K. Atwood  John E. Christopher 《科学教学研究杂志》2007,44(2):303-326

This research consists of a longitudinal study of 12 female elementary preservice teachers' conceptual understanding over the course of several months. The context in which the participants received instruction was in an inquiry‐based physics course, and the targeted science content was the cause of moon phases. Qualitative research methods, including observations and interviews, were used to investigate and describe participants' conceptual understanding over time. Participants were interviewed on their understanding of the cause of moon phases before instruction, 3 weeks after instruction, and again in delayed post‐interviews several months after instruction. Patterns and themes in the participants' conceptual understanding were identified through constant‐comparative data analysis. Consistent with results reported earlier, participants who had instruction that included recording and analyzing moon observations over time and psychomotor modeling of changes in moon phases were very likely to hold a scientific conceptual understanding shortly after instruction. The present study indicates a majority of participants continued to hold a scientific understanding six months or more after instruction. However, some participants reverted to alternative conceptions they had shown during the pre‐interview. These results are interpreted utilizing contemporary conceptual change theory. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 303–326, 2007  相似文献   

The Outcome of a Social Cognitive Training for Mainstream Adolescents with Social Communication Deficits in a Chinese Community     

Kathy Y. S. Lee  Pamela J. Crooke  Aster L. Y. Lui  Peggy P. K. Kan  Yuen-mai Mark  Charles Andrew van Hasselt 《International Journal of Disability, Development & Education》2016,63(2):201-223

The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking^®, a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students’ pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students.  相似文献   

Client Assessment by Novice and Expert Psychologists: A Comparison of Strategies     

Kathy R. O'Byrne  Rodney K. Goodyear 《Educational Psychology Review》1997,9(3):267-278

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环球旅游礼节与禁忌     

陈宗伦  Kathy Passero 《海外英语》2004,(2):28-29

在巴西,别送人紫色花;在希腾,别向当地人招手;在澳大利亚,切勿跷起大拇指。环球旅游专家罗杰·艾斯特尔向您道出其中缘由。罗杰·艾斯特尔正为自己在沙特阿拉伯的多次会议取得成功而自我庆祝的时候,他的客户——一名中年商人,也是其公司在该地区的一位重要经销商——突然探身来抓住他的手。“我震惊不已!”艾斯特  相似文献   

Cultural Constructions of Childhood and Early Literacy     

Tricia David  Kathy Goouch  Martine Jago 《Literacy》2001,35(2):47-53

This paper is based on the findings of two research teams, working collaboratively, between 1998 and 2000 in four countries: Australia, Singapore, France and England (see David et al 2000). Taking an ecological stance (Bronfenbrenner 1979), both teams adopted a cross‐cultural approach in order to gain a better understanding of the contexts in which young children become familiar with literacy. The team led by Bridie Raban worked in Singapore and Australia, that led by Tricia David in France and England. Early years practitioners in all four countries responded to questionnaires, were observed in action and interviewed. (Information about their training and about entry to primary school in each of the countries is given in the endnote.) In addition, the research teams carried out document analyses on Governmental, research and training literature and teachers’ plans, and discussed their findings with others in positions to be able to ‘authenticate’– or refute – findings. Further data were obtained through group interviews with parents of children attending selected settings involved in the research. Here we provide some of the evidence about the different views expressed by practitioners, our observational findings and analysis of the different pressures relating to literacy experienced in early childhood education and care settings. In each case the learning experiences practitioners provided for children were influenced by a range of factors, such as the contested role of preschools as preparation for schooling. In some settings this preparation was not explicit and practitioners often emphasised the importance of the ‘here and now’ nature of young children’s experiences. Rosenthal’s (2000) framework for exploring ‘collectivist’ and ‘individualist’ cultures in relation to their valued educational practices was applied to our findings, in order to identify how the cultural assumptions about literacy, learning and young children influenced the teaching approaches selected.  相似文献   

Lexical Principles May Underlie the Learning of Verbs     

Roberta Michnick Golinkoff  Roberta Church Jacquet  Kathy Hirsh-Pasek  Ratna Nandakumar 《Child development》1996,67(6):3101-3119

To examine whether children (mean age 34 months) can fast map and extend novel action labels to actions for which they do not already have names, the comprehension of familiar and novel verbs was tested using colored drawings of Sesame Street characters performing both familiar and unfamiliar actions. Children were asked to point to the character "verbing," from among sets of 4 drawings. With familiar words and actions, children made correct choices 97% of the time. With novel action words, children performed at levels mostly significantly above chance, selecting a previously unlabeled action or another token of a just-names action. In a second, control experiment children were asked to select an action from among the same sets of 4 drawings, but they were not given a novel action name. Here children mainly demonstrated performance at levels not significantly different from chance, showing that the results from the main experiment were attributable to the presence of a word in the request. Results of these studies are interpreted as support for the availability of principles to ease verb acquisition.  相似文献   

A taxonomic view of pretend play activity among 4- and 5-year-old children     

Kathy Roskos 《Early childhood research quarterly》1990,5(4)

Based on findings from a 6-month study that explored the nature of literate behavior in the pretend play episodes of eight preschoolers, a taxonomy of their pretend play activity is described and analyzed. Relationships between the different kinds of pretend play activity as demonstrated by these youngsters are examined in light of the taxonomy and other research. Implications of certain kinds of pretend play activity for emergent literacy development are also briefly discussed.  相似文献   

A Framework for Teaching Epistemic Insight in Schools     

Berry Billingsley  Mehdi Nassaji  Sharon Fraser  Finley Lawson 《Research in Science Education》2018,48(6):1115-1131

This paper gives the rationale and a draft outline for a framework for education to teach epistemic insight into schools in England. The motivation to research and propose a strategy to teach and assess epistemic insight followed research that investigated how students and teachers in primary and secondary schools respond to big questions about the nature of reality and human personhood. The research revealed that there are pressures in schools that dampen students’ expressed curiosity in these types of questions and limit their developing epistemic insight into how science, religion and the wider humanities relate. These findings prompted the construction of a framework for education for students aged 5–16 designed to encourage students’ expressed interest in big questions and develop their understanding of the ways that science interacts with other ways of knowing. The centrepiece of the framework is a sequence of learning objectives for epistemic insight, organised into three categories. The categories are, firstly, the nature of science in real world contexts and multidisciplinary arenas; secondly, ways of knowing and how they interact; and thirdly, the relationships between science and religion. Our current version of the Framework is constructed to respond to the way that teaching is organised in England. The key principles and many of the activities could be adopted and tailored to work in many other countries.  相似文献   

A cross‐disciplinary literature review: Examining trust on virtual teams     

Gregory R. Berry 《Performance Improvement Quarterly》2011,24(3):9-28

Effective and efficient teams communicate, collaborate, and perform, even if these teams are not co‐located. Although much is known about enabling effectiveness on face‐to‐face teams, considerably less is known about similarly enabling effectiveness on virtual teams. Yet the use of virtual teams is common and will likely become more commonplace as organizations continue to update and use increasingly sophisticated technology. Cohort and individual trust between team members is a significant component on most effective teams, virtual or face‐to‐face. This paper examines research on virtual teams and trust across disciplines, including management, e‐learning, business communication, decision making, human resource management, psychology, and IT, to identify major characteristics that increase our knowledge of how to establish and maintain trust in the virtual environment and on virtual teams.  相似文献   

What mothers do: everyday routines and rituals and their impact upon young children’s use of drawing for meaning making     

Kathy Ring 《International Journal of Early Years Education》2006,14(1):63-84

This paper draws upon evidence from a three‐year longitudinal study of young children drawing across home, pre‐school and school. The study shows how the belief systems of significant adults and more able peers/siblings impact upon the child’s access to, use of and beliefs about drawing. Concentrating upon the children when in the Foundation Stage (aged between three and five), the paper highlights:

• the importance of the mother’s role in organizing the home space, the child’s time and his or her access to materials;

• gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.

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