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31.
The decomposition of water by electricity, and the voltaic pile as a means of generating electricity, have both held an iconic
status in the history of science as well as in the history of science teaching. These experiments featured in chemistry and
physics textbooks, as well as in classroom teaching, throughout the nineteenth and twentieth centuries. This paper deals with
our experiences in restaging the decomposition of water as part of a history of science course at the Norwegian University
of Science and Technology, Trondheim, Norway. For the experiment we used an apparatus from our historical teaching collection
and built a replica of a voltaic pile. We also traced the uses and meanings of decomposition of water within science and science
teaching in schools and higher education in local institutions. Building the pile, and carrying out the experiments, held
a few surprises that we did not anticipate through our study of written sources. The exercise gave us valuable insight into
the nature of the devices and the experiment, and our students appreciated an experience of a different kind in a history
of science course. 相似文献
32.
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
33.
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
34.
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
35.
One of the aims of participatory action research (PAR) is to bring realities of lives closer together through dialogue and ‘conscientization’, raising critical awareness among participants from all backgrounds. Promoting participation often assumes a power shift from the decision-makers to the majority of society, who can be the end-receivers of decisions made. Once some kind of awareness is achieved, the participants should be able to challenge the causes of their perceived oppression, or resolve the suffering that is endured, if that is what they hope to achieve. However, the situation is more complex in many contemporary societies, in which there are not only differing cultural beliefs related to religion, but different ontologies about being and living in the world. There is much contemporary debate about the possibilities of critique that take on board divergent sociomaterial realities within the same classroom. Practical and structural differences can pose challenges to conducting PAR research. In this article, we address the distinctive nature of PAR in relation to a culturally diverse group of participants. We argue that research using a PAR framework can result in subtle ethical challenges, which also provide insights for opportunities and strategies. Drawing from the authors’ experiences in multicultural education and working with culturally diverse youth and postgraduate students, opportunities and challenges of applying a PAR approach are discussed. We conclude with the suggestion that PAR remains consistent with its original transformative goals, but also remain open to further explorations of activism that address pressing contemporary concerns within culturally complex societies. 相似文献
36.
Lise Фen Jones Rune Krumsvik 《美中教育评论》2008,5(3):58-67
The topic in this paper is how former special needs students with academic competence from upper secondary school succeed in education on a higher level. The study concentrates on students who at their start in upper secondary education were registered with problems of concentration, difficulties in reading, writing or mathematics. The main part of this paper will base on qualitative interviews with nine former special needs students. Seven out of the nine informants were registered with reading and writing difficulties. However, it is also possible to compare these informants with longitudinal data from a larger group of students who have been followed prospectively since spring 1996. Theoretically the study is based on life course research with special emphasis on social transitions. In transitional processes between different educational arenas gatekeepers＇often play important roles. This study will examine how such gatekeepers, e.g. teachers, may facilitate or obstruct these transitions for a vulnerable group like former special needs students. 相似文献
37.
T. Neville Postlethwaite Lise Vislie Maurice Saliba A. J. Cropley Pedro T. Orata G. J. Warnock James Lynch Arthur Hearnden G. de Landsheere I. D. Zverev Godfrey N. Brown Yung H. Park Annie Vinokur Richard J. Shavelson Jindra Kulich Walter Hahn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(1):139-166
38.
This article addresses constructions and redefinitions of teacher professionalism by focusing on the discursive negotiations between the government and the teachers’ union in Norway. Based on an examination of three white papers on teacher education from the past 15?years and policy documents put forth by the Union of Education Norway during the past decade, the authors argue that new constructions of teacher professionalism are produced both by the government and from within the teachers’ union. However, there are differences between the government and the teachers’ union concerning what the main aspects of teacher professionalism are. The government emphasises teacher accountability, research-based practice and specialisation. By contrast, the teachers’ union highlights research-informed practice, responsibility for educational quality and professional ethics. There are three main areas of discursive struggle focused by the teachers’ union: the resistance to accountability policies, the redefining of research-based practice and the lengthening of teacher education. The authors argue that the teachers’ union is adopting an increasingly more active approach, thereby also challenging the idea that the teachers’ union is less interested in developing and taking responsibility for the quality of school education. 相似文献
39.
We will present a case study result from a cross-disciplinary education called Medialogy, which is taught in the Technical and Science Faculty at Aalborg University. The aim of Medialogy is to facilitate creativity within technical solutions. The intention of this paper is to answer the following: how do the Medialogy teachers perceive creativity and how do they facilitate it? Many of the answers point to the pedagogical approach used in problem-based learning, which are perceived as an important element for the creative process. In this paper we will also argue the importance of including the social context (both at a macro and at a micro level) in the definition and use of creativity in engineering education. 相似文献
40.
OBJECTIVE: The purpose of this study was to examine the roles that social support and attachment play with regard to psychopathology among young adults with and without a history of physical maltreatment. Attachment was conceptualized in terms of the dimensions of view of self and view of other. Attachment and social support were examined individually and concurrently as protective factors. METHOD: The sample consisted of 956 young adults, 294 of whom had a history of physical abuse. Individuals filled out a series of questionnaires inquiring about current attachment, social support, and psychopathology symptoms. A regression design was used, examining how well attachment and/or social support predicted current psychopathology. RESULTS: Results indicated that attachment security, particularly when characterized by a positive view of self, strongly predicted lower levels of psychopathology, irrespective of abuse status. Notably, view of self was a substantially larger predictor than was view of other or social support for individuals with and without a history of physical maltreatment. Among maltreatment subtypes, psychological abuse emerged as the largest predictor of psychopathology. CONCLUSIONS: The current study suggests that the attachment dimension of view of self is fundamental in predicting current psychopathology level, irrespective of abuse history. In addition, the subtype of psychological abuse deserves further investigation as a risk factor. 相似文献