A Case Study of the Use of Internet Photobook Technology to Enhance Early Childhood “Scientist” Identity     

Phyllis Katz 《Journal of Science Education and Technology》2011,20(5):525-536

There are many influences on a child’s identity. Photobook technology purposefully prepared around science explorations presents a modern opportunity to repeatedly trigger memories that reinforce the “me, as scientist” viewpoint. Semi-structured interviews at 6 and 8 years of age were conducted with a child who was the subject of a photobook of everyday science activities to gain insights into his thinking about the nature of science and how he interprets his younger self participating. Interview data were recorded, transcribed and analyzed using dimensions from the previously established parameters for the nature of science. The child’s statements about his participation in the photos were matched to these dimensions to consider how he sees himself “doing science” through his early years. Preliminary findings suggest that the child recognizes elements of science and regards himself as an active participant. In both interviews, the child reinforces these views by the opportunity to revisit the experiences in the photobook. Affective components may motivate further science involvement as well: the child enjoyed the time and attention that the photos and discussion provided; the child took pride in being the subject of a book. This case study suggests that there is a fertile field of research to investigate how, for whom, and in what ways internet photobook technology may enhance a child’s developing identity as capable science explorer.  相似文献   

Technology and adolescents: Perspectives on the things to come     

Raul L. Katz  Max Felix  Madlen Gubernick 《Education and Information Technologies》2014,19(4):863-886

Assuming that, given the processes of technology diffusion, adolescent behavior forecasts future consumption of digital information, it would seem pertinent to study the characteristics of teenager technology use. This research asks: What are the key patterns regarding the use of technology platforms by teenagers? Is technology usage among teenagers shaped by schools' disparate teaching philosophies and cultures? How is technology usage impacting the consumption of traditional print media? A survey designed to determine how high school students use technology was administered at a private boarding school in New Hampshire and a public school in New York. The research concluded that individuals' residing environment and context shape ICT adoption. School culture and geographic context drive behavioral technology usage patterns. Furthermore, consumption of information appears to be guided by a principle of complementarity. However, technology substitution should not be discarded. Finally, school culture incorporating and promoting technology use may contribute positively to knowledge acquisition, although technology adoption without controls could negatively impact the teaching experience. While directionally valid, the study results need to be validated by statistical research and case studies.  相似文献   

Back to the Street: When Media and Opinion Leave Home     

Elihu Katz 《Mass Communication and Society》2014,17(4):454-463

To achieve “deliberative democracy,” Gabriel Tarde's formula not only demands the press hold a nation together, but also offers an agenda of issues that serves as a kind of menu for discussions in cafés and salons, which leads, in turn, to more considered opinions, and thus provides the consensual valuations that inform political, economic and aesthetic actions. The elements of the formula consist of press, conversation, opinion, and action. I argue that the long-run effect of the mainstream media—the newspaper, but even more the radio and television— moved politics off the street and into the home, hence the concern over “the narcotizing dysfunction” of the news media. In the era of the Internet, I argue that media—old or new, mass or social—are far from being the whole of the story. It is some combination of these media, plus word of mouth, plus some rather well-known elements of social-movement theory, plus the social psychology of collective behavior that help to explain. But let us not lose sight of the different functions served by the different media. If the mass media—newspapers, radio, and television—may be said to have moved people “inside,” the social media, so called, serve to mobilize, and may bring them “outside,” again.  相似文献   

The effect of multipart prompts on children's testimonies in sexual abuse investigations     

Carmit Katz  Irit Hershkowitz 《Child abuse & neglect》2012,36(11-12):753-759

ObjectiveThe current study aimed to explore the frequency and effects of multipart prompts on the testimonies of children who were alleged victims of sexual abuse and were interviewed using the National Institute of Child Health and Human Development (NICHD) Investigative Protocol. The effects of the multipart prompts were studied by considering the type of prompt given to the children and examining the richness of the children's testimonies (e.g., the number of words and the number of forensic details) and the ways the children contended with these prompts (e.g., which demand they answered, whether they signaled misunderstanding).Method71 Israeli children aged 4–9 years were interviewed after a complaint of single incident of sexual abuse by a perpetrator who was not a family member. All of the interviews that met the specified criteria and were conducted within a specified period were included in this study. Two raters identified simple versus multipart prompts and analyzed the children's responses.ResultsThe results clearly showed that multipart prompts were used in most interviews, regardless of the child's age. An average of 5.58 multipart prompts per interview was given. The effects of the multipart prompts were destructive and harmed the length and the richness of the children's testimonies. Children of all ages failed to signal their lack of understanding of multipart prompts, and 24% of their responses were unintelligible. When the children did produce a relevant and substantive answer, they primarily responded to the last demand in the multipart prompt and rarely provided an answer to both demands.ConclusionsThe study clearly indicates that even well-trained investigative interviewers present inappropriate multipart prompts to children. The findings contribute to the existing knowledge about the adverse effect that multipart prompts have on children's narratives, indicating that children of all ages provided poorer testimonies in response to multipart prompts. The systematic knowledge accumulated in both laboratory and field studies indicates that it is necessary to eliminate the use of multipart prompts by updating existing practical guidelines and training courses.  相似文献   

Humanizing the high school     

Blanche K. Katz 《The Urban Review》1972,5(4):25-31

  相似文献   

Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers     

Goodchild  Simon  Apkarian  Naneh  Rasmussen  Chris  Katz  Brian 《Journal of Mathematics Teacher Education》2021,24(3):231-252

Journal of Mathematics Teacher Education - This paper reports a study of university students’ experiences of learning mathematics in an introductory differential equations course that takes...  相似文献   

Fun folds: Life on the water     

Laura Grey  Rachel Katz 《Early Childhood Education Journal》1987,14(3):18-22

Fun Folds is a creative format for teaching language. Through use of this paper-folding art form, language teaching gains a new dimension. Learning becomes active, rather than passive. This multisensory, multidimensional program helps children develop temporalspatial concepts and expand oral expression, auditory and visual memory and sequencing skills, visual-motor proficiency, and receptive and expressive language skills as they participate in an enjoyable, stimulating and interesting paper-folding activity.This article is excerpted fromFun Folds available from Communication Skill Builders, 3130 N. Dodge Blvd., P.O. Box 42050, Tucson, AZ 85733.  相似文献   

From complex expert thinking to lucid learning methods     

Michal Katz  Jacob Rosenberg 《Performance Improvement》1996,35(6):12-13

  相似文献   

Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences     

Cohen  Rinat  Katz  Idit  Aelterman  Nathalie  Vansteenkiste  Maarten 《European Journal of Psychology of Education - EJPE》2023,38(3):963-988

European Journal of Psychology of Education - Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on...  相似文献