Evolution 2.0. The Unexpected Learning Experience of Making a Digital Archive     

Casper Andersen  Jakob Bek-Thomsen  Mathias Clasen  Stine Slot Grumsen  Hans Henrik Hjermitslev  Peter C. Kjærgaard 《Science & Education》2013,22(3):657-675

Studies in the history of science and education have documented that the reception and understanding of evolutionary theory is highly contingent on local factors such as school systems, cultural traditions, religious beliefs, and language. This has important implications for teaching evolution in primary and secondary schools. No universal strategy can be applied in overcoming the barriers of learning that exist and that are part of the practical and daily life in classrooms all over the world. In light of this, a huge challenge is to make high standard teaching materials fit to specific target audiences readily available. As more and more schools require teachers to use low cost or free web-based materials, in the research community we need to take seriously how to facilitate that demand in communication strategies on evolution. This article addresses this challenge by presenting the learning experience of making a digital archive of Danish Darwin editions that marked the beginnings of a series of public engagement and teaching initiatives including, among other things, comprehensive new websites, exhibits, lecture series, television documentaries, and a computer game.  相似文献   

Unlocking the Philosophy of Science     

Holly Andersen 《Metascience》2008,17(3):407-410

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REPORTING PUBLIC OPINION POLLS: THE MEDIA AND THE 1997 CANADIAN ELECTION     

Andersen  Robert 《Int. Journal of Public Opinion Research》2000,12(3):285-298

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Not May Not be Too Difficult: The Effects of Negation on Older Adults' Sentence Comprehension     

Sara J. Margolin  Lise Abrams 《Educational gerontology》2013,39(4):308-322

The present research investigated the effects of negation on young and older adults' comprehension of sentences. Participants read sentences, named probe words, answered comprehension questions, and completed the operation-span test. Negation adversely affected comprehension in both age groups such that probe word naming times were marginally slower and comprehension accuracy was reduced for negative sentences. Although older adults' comprehension overall was poorer than young adults, the negation effects were similar for both age groups. Furthermore, age was less predictive of negation comprehension than working memory. Unlike other variables that demonstrate age-related declines in reading comprehension, difficulties in processing negation may not increase with age.  相似文献   

Students with reading difficulties/dyslexia: a longitudinal Swedish example     

Eva Heimdahl Mattson  Siv Fischbein  Lise Roll‐Pettersson 《International Journal of Inclusive Education》2013,17(8):813-827

The aim of this study was to investigate the longitudinal development of students having difficulties with reading and their decoding ability in Swedish compulsory school. Another aim was to relate this to the experiences of educational activities expressed by students and parents. The decoding ability was assessed by a word chain test given at three occasions and was compared with results on a letter chain test. Retrospective interviews were performed with students and parents. The decoding ability tended to improve for most of the students over time, although some of them failed to improve or even decreased their scores, indicating a lack of environmental adjustment. Special educational support was according to students and parents organised in small and often very heterogeneous groups where the students sometimes received adequate support but often felt deviant from friends in their regular classes. The responsibility for helping the children with their schoolwork was allocated to the parents. Research in this area demonstrates the necessity of a well‐structured and stimulating learning situation. Yet, the development of these students’ decoding abilities, personal experiences, and parental involvement indicate that competence and resources at school regarding children at risk for developing reading difficulties are often lacking in the Swedish educational system.  相似文献   

Teachers’ gender bias in STEM: Results from a vignette study     

Ida Gran Andersen 《British Educational Research Journal》2023,49(4):833-851

Gender stereotypes in the natural sciences may discourage girls from pursuing STEM fields, thus contributing to the differential STEM pathways of males and females. This paper exploits quasi-experimental data from a vignette study to investigate teachers’ gender bias in STEM at the transition to upper secondary school in Denmark—a key stage in students’ educational trajectories. I investigate if teachers have a higher probability of recommending a STEM track to a (vignette) male student compared with a (vignette) female student and if teachers’ STEM recommendations interact with their demographic characteristics. Results show that, while there is a gender gap of 10 percentage points in the likelihood of being recommended a STEM track, the difference is not statistically significant. Furthermore, teachers’ gender bias is influenced by the teacher's own gender and cultural capital. Consequently, the paper shows that teachers’ gender bias varies with teachers’ demographic characteristics and teachers with high levels of cultural capital can push back against gender stereotypes in STEM.  相似文献   

Assessing task-orientation potential in primary science textbooks: Toward a new approach     

Katja N. Andersen 《科学教学研究杂志》2020,57(4):481-509

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative empirical study TAPSE (Textbook Analysis in Primary Science Education) pursues the question which conception of task orientation is present in current textbooks in primary science education. The study follows two foci: (a) The introduction of a new category system for the analysis of the task-orientation potential of tasks, based on the further development of existing category systems for analyzing tasks; and (b) the analysis of 994 task statements in science textbooks with respect to the didactic quality of their task orientation. The sample included nine primary science textbooks, four from Germany, and five from Luxembourg. Textbooks were selected from the most frequently sold series in the respective country. All tasks of the textbooks were analyzed deductively and inductively by four coders in three steps: (a) Identifying tasks with task-oriented potential; (b) itemizing different types of task-orientation potential; and (c) comparing the textbooks with respect to country- and period-specific manifestations of task orientation. Analysis indicated that (a) there are few tasks which meet the criteria of task orientation; (b) distinct types of task orientation can be generated, among which implicit forms dominate; and (c) differences occur in the characteristics of task orientation between older and newer textbooks as well as between German and Luxembourgish ones. Central points of discussion ensue from this: The need to develop models for social and cognitive activation for tasks, challenges for professional development for teachers, and support for pupils—in particular high achieving heterogenization.  相似文献   

Reducing Alcohol Use in First‐Year University Students: Evaluation of a Web‐Based Personalized Feedback Program     

Diana M. Doumas  Lorna L. Andersen 《Journal of College Counseling》2009,12(1):18-32

The efficacy of a Web‐based personalized feedback program—electronic CHECKUP TO GO (e‐CHUG), aimed at reducing heavy drinking in 1st‐year university students—is evaluated. Results indicated that high‐risk students in the e‐CHUG group reported significantly greater reductions in weekly drinking quantity frequency of drinking to intoxication, and occurrence of alcohol‐related problems. Recommendations for integrating Web‐based alcohol programs into a comprehensive prevention program are discussed.  相似文献   

Future pest status of an insect pest in museums,Attagenus smirnovi: Distribution and food consumption in relation to climate change     

Lise Stengaard Hansen  Monika Åkerlund  Terje Grøntoft  Morten Ryhl-Svendsen  Anne Lisbeth Schmidt  Jan-Erik Bergh  Karl-Martin Vagn Jensen 《Journal of Cultural Heritage》2012,13(1):22-27

The brown carpet beetle Attagenus smirnovi, Zhantiev 1973 (Coleoptera: Dermestidae) is an important pest of objects of organic origin in museums of cultural and natural history in Europe. Future climate changes are expected to lead to increasing temperatures, which will affect the pest status of this species. In the present study a laboratory investigation was conducted to elucidate the effect of temperature and humidity on the amounts of organic material consumed by larvae of A. smirnovi. In the case of new and old skin, consumption was approximately twice as high at 28 °C compared to 20 °C. Wool was consumed in the greatest amounts: 169 mg of wool was consumed in three months by 30 A. smirnovi larvae. The expected future climate changes in Scandinavia are assumed to lead to higher temperatures in museums and stores where climate is not regulated. Updated data on the present distribution of A. smirnovi in Europe show that it is widespread and common, also in regions with a climate that does not support its survival out of doors. Thus, dispersal of this pest probably only rarely occurs by flight, but usually with human activity. Due to the widespread distribution of A. smirnovi, it is likely that damages in museums and collections in Scandinavia due to this pest will increase as climate changes come into effect.  相似文献   

Response to bridgham's comment     

Hans Andersen  Napoleon Bryant 《科学教学研究杂志》1975,12(4):455-456

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