Role of anomalous data and epistemological beliefs in middle school students’ theory change about two controversial topics     

Lucia Mason 《European Journal of Psychology of Education - EJPE》2000,15(3):329-346

The question of theory change is crucial in knowledge construction, particularly in the process of conceptual change. This study was designed to investigate two factors that, in addition to initial theory preference, may play a crucial role in the process of theory change, that is, students’ interpretation of anomalous data on two controversial topics (the dinosaur extinction and the construction of the Giza pyramids in Egypt) and their epistemological beliefs about the nature of knowledge. Canonical correlation analyses suggested for both topics an association, stronger for the dinosaur extinction topic, between (a) acceptance of anomalous data (rated both as valid and inconsistent with the held theory), initial theory preference, epistemological belief in Certain Knowledge and (b) theory change. Data obtained from structure coefficients in canonical correlation analyses indicate that acceptance of anomalous data significantly contributed the most to theory change whereas the epistemological belief contributed the least. Finally, educational implications are drawn.  相似文献   

Children's Vulnerability to Interparental Conflict: The Protective Role of Sibling Relationship Quality     

Patrick T. Davies  Lucia Q. Parry  Sonnette M. Bascoe  Meredith J. Martin  E. Mark Cummings 《Child development》2019,90(6):2118-2134

This study tested whether the strength of the mediational pathway involving interparental conflict, adolescent emotional insecurity, and their psychological problems depended on the quality of their sibling relationships. Using a multimethod approach, 236 adolescents (M_age = 12.6 years) and their parents participated in three annual measurement occasions. Tests of moderated mediation revealed that indirect paths among interparental conflict, insecurity, and psychological problems were significant for teens with low, but not high, quality bonds with siblings. High-quality (i.e., strong) sibling relationships conferred protection by neutralizing interparental conflict as a precursor of increases in adolescent insecurity. Results did not vary as a function of the valence of sibling relationship properties, adolescent sex, or gender and age compositions of the dyad.  相似文献   

Sexual and reproductive health education attitudes and experience in India: how much support is there for comprehensive sex education? Findings from an Internet survey     

Lucia F. O’Sullivan  E. Sandra Byers  Koumari Mitra 《Sex education》2019,19(2):145-161

This study assessed the extent to which an Internet-recruited sample of residents of India was supportive of the provision of comprehensive sexual education in school in a country where youth sexual health is poor. We sought to determine whether attitudes differed for those of varying demographic backgrounds (age, sex, education level, religion), the extent of support for comprehensive coverage, the school or age levels deemed appropriate for delivery, and whether own sex education history influenced support. We conducted an anonymous online survey with 1140 Indian adults using crowdsourcing methods. We found widespread support for the provision of sex education to youth in India among members of our largely well educated, middle-class sample. However, most participants believed sex education should be provided relatively late (i.e., in mid- to late-adolescence). Few opposed sex education altogether and attitudes were not predicted by background, own school-based sex education, or parent-child communication about sex. Less than one-third of participants endorsed the coverage of all topics, indicating that support for truly comprehensive coverage was not strong. However, the findings counter politicised efforts to ban sex education by state leaders despite the availability of a progressive, comprehensive curriculum offered by the Central government.  相似文献   

Educational Neuromyths Among Teachers in Latin America          下载免费PDF全文

Ezequiel Gleichgerrcht  Benjamin Lira Luttges  Florencia Salvarezza  Anna Lucia Campos 《Mind, Brain, and Education》2015,9(3):170-178

Neuroscientific knowledge has undeniably gained interest among educators worldwide. However, not all “brain facts” believed by teachers are supported by science. This study sought to evaluate the belief in these so‐called neuromyths among 3,451 Latin American teachers. We found that, consistent with prior research among teachers in other geographic areas, teachers in Latin America hold major misconceptions about neuroscience, especially as it relates to factual information about its structure and functioning. Differences across South American nations were observed with moderate and slight effect sizes for general knowledge of the brain and neuromyths, respectively. Teachers working in higher education had slightly superior performance. Teachers at all levels who reported knowing more about the brain, however, were more likely to believe invalid assertions known as neuromyths. These results shed light on trends in the field of education, hoping to encourage the development of strategies aimed at correcting the use of science as it relates to education. The implications regarding teaching practice, policy, and teacher training are discussed.  相似文献   

Development of the social network b-learning in the University of Alicante     

Francisco Miguel  Martinez-  Verdu Maria  Jose Rodriguez  Jaume Herminia  Provencio Garrigos  Jasone  Mondragon-Lasagabaster Juan  Ramon  Rico-Juan Juan  Ignacio Ferreiro  Prieto Mar  Iglesias Natalia  Albaladejo-Blazquez Maria  Dolores de  Fez Saiz  Valentin Viqueira  Perez Jose  Tomas Garcia  Garcia  M  Dolores  Fernandez-P ascual  EnarRuiz-Conde Begona  Lucia Fuster  Garcia Josefa  Parreno-Selva Diana  Jareno Ruiz  Esther Perales  Romero Elisabet  Chorro Calderon 《美中教育评论》2010,(12):54-69

This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning （blended learning） in the UA （University of Alicante） （Spain）, with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo （UNESCO （United Nations Educational, Scientific and Cultural Organization） chair for University of Management and Policy）. The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers （blogs, wikis, Wimba Create （before CourseGenie）, etc.）, and digital platforms （Virtual Campus of the UA, Moodle, etc.） are used.  相似文献   

Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing   总被引：1，自引：0，他引：1  

Lucia Mason  Rainer Bromme 《Metacognition and Learning》2010,5(1):1-6

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The gross anatomy course: An analysis of its importance     

Anja Böckers  Lucia Jerg‐Bretzke  Christoph Lamp  Anke Brinkmann  Harald C. Traue  Tobias M. Böckers 《Anatomical sciences education》2010,3(1):3-11

The gross anatomy dissection course is a cost‐intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an “important” course and so developed a quantitative longitudinal questionnaire. Medical students (n = 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Five‐point Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3–11, 2010. © 2010 American Association of Anatomists.  相似文献   

Effect of age on 16.1-km time-trial performance     

Balmer J  Bird S  Davison R  Lucia A 《Journal of sports sciences》2008,26(2):197-206

In this study, we assessed the performance of trained senior (n = 6) and veteran (n = 6) cyclists (mean age 28 years, s = 3 and 57 years, s = 4 respectively). Each competitor completed two cycling tests, a ramped peak aerobic test and an indoor 16.1-km time-trial. The tests were performed using a Kingcycle ergometer with the cyclists riding their own bicycle fitted with an SRM powermeter. Power output, heart rate, and gas exchange variables were recorded continuously and blood lactate concentration [HLa] was assessed 3 min after the peak ramped test and at 2.5-min intervals during the time-trial. Peak values for power output (RMP(max)), heart rate (HR(peak)), oxygen uptake (VO2(peak)), and ventilation (V(Epeak)) attained during the ramped test were higher in the senior group (P < 0.05), whereas [HLa](peak), RER(peak), V(E): VO2(peak), and economy(peak) were similar between groups (P > 0.05). Time-trial values (mean for duration of race) for power output (W(TT)), heart rate (HR(TT)), VO2 (VO(2TT)), and V(E) (V(ETT)) were higher in the seniors (P < 0.05), but [HLa](TT), RER(TT), V(ETT): VO2(TT), and economy(TT) were similar between the groups (P > 0.05). Time-trial exercise intensity, expressed as %RMP(max), %HR(peak), % VO2(peak), and % V(Epeak), was similar (P > 0.05) for seniors and veterans (W(TT): 81%, s = 2 vs. 78%, s = 8; HR(TT): 96%, s = 4 vs. 94%, s = 4; VO2(TT): 92%, s = 4 vs. 95%, s = 10; V(ETT): 89%, s = 8 vs. 85%, s = 8, respectively). Overall, seniors attained higher absolute values for power output, heart rate, VO2, and V(E) but not blood lactate concentration, respiratory exchange ratio (RER), V(E): VO2, and economy. Veterans did not accommodate age-related declines in time trial performance by maintaining higher relative exercise intensity.  相似文献   

Applying a connectionist description of feedback timing     

Roy B. Clariana  Daren Wagner  Lucia C. Roher Murphy 《Educational technology research and development : ETR & D》2000,48(3):5-22

This investigation considers the effects of feedback on memory with an emphasis on retention of initial error responses. Based on a connectionist model (Clariana, 1999a), this study hypothesized that delayed-retention memory of initial lesson responses would be greater for delayed feedback compared to immediate feedback, that feedback effects will be greatest with difficult items, and that there would be a disordinal interaction of feedback timing and item difficulty. High school students (n = 52) completed a computer-based lesson with either delayed feedback, single-try immediate feedback, or multiple-try immediate feedback. There was a significant difference for type of feedback, with retention test memory of initial lesson responses greater under delayed feedback than under immediate feedback. Also, instructional feedback effects varied depending on lesson item difficulty. The findings indicate that a connectionist model can explain instructional feedback effects.  相似文献   

Navigating across academic contexts: Campo and Angolan students in a Brazilian university     

Maria Lucia Castanheira  Brian V. Street  Gilcinei Teodoro Carvalho 《Pedagogies: An International Journal》2015,10(1):70-85

This paper draws on the Academic Literacies approach to examine tutor/student relations in the production of academic texts. We address issues associated with learning to write in such contexts, through exploring the perspectives of two groups of non-traditional students as they reflect on their experiences in navigating educational contexts in a Brazilian public university. The term non-traditional is used here to refer to students from social groups whose previous generation had no, or very limited, access to university. In order to explore the “hidden features” of the contextualized nature of academic writing, we present two cases: students from Angola and from Campo, both groups not traditionally represented in Brazilian universities. We explored the development of writing in academic contexts by examining tensions identified by these students and their tutors/teachers as they engaged with academic literacies.  相似文献