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61.
Edmund A. Marek Steven J. Maier Florence McCann 《Journal of Science Teacher Education》2008,19(4):375-389
An 18-item, multiple choice, 2-tiered instrument designed to measure understanding of the learning cycle (ULC) was developed
and field-tested from the learning cycle test (LCT) of Odom and Settlage (Journal of Science Teacher Education, 7, 123–142, 1996). All question sets of the LCT were modified to some degree and 5 new sets were added, resulting in the ULC.
The ULC measures (a) understandings and misunderstandings of the learning cycle, (b) the learning cycle’s association with
Piaget’s (Biology and knowledge theory: An essay on the relations between organic regulations and cognitive processes, 1975) theory of mental functioning, and (c) applications of the learning cycle. The resulting ULC instrument was evaluated
for internal consistency with Cronbach’s alpha, yielding a coefficient of .791. 相似文献
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63.
Marek Kosmulski 《Journal of Informetrics》2013,7(2):313-317
Standard bibliometric indices were re-defined using a generalized concept of “successful paper”. A family-tree based upon the new definitions provides new insights into the relationships between the standard indices, and empty boxes in the family-tree may inspire design of new indices. 相似文献
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65.
Edmund A. Marek David M. Askey Michael R. Abraham 《International Journal of Science Education》2013,35(10):1055-1068
Absences from school present a major obstacle to students' gaining understandings of concepts developed in class. Moreover, teachers' finding effective ways for students to make up missed work is a continual problem, especially for laboratory-based science classes. In an exploratory study, we investigated an alternative procedure for making up missed class work: viewing a quasi-interactive videotaped presentation of missed portions of a learning cycle in chemistry. Two treatment groups were involved. One group of students completed data sheets while watching a videotape, then wrote answers to questions posed by the videotaped instructor. This procedure simulated make-up work. A second group of students participated in a conventional learning cycle: exploration, conceptual invention and concept application. Results demonstrate that teachers can videotape investigations to conveniently and effectively use as make-up assignments for a chemistry learning cycle. 相似文献
66.
Cieszczyk P Ostanek M Leońska-Duniec A Sawczuk M Maciejewska A Eider J Ficek K Sygit K Kotarska K 《Journal of sports sciences》2012,30(1):31-35
The aims of this study were to determine the distribution of the AMPD1 genotype among groups of high-level Polish power-oriented athletes, and to investigate potential associations between genetic polymorphism in exon 2 of the AMPD1 gene and power-oriented athlete status. Altogether, 158 male Polish power-oriented athletes were genotyped by PCR-RFLP. The genetic control group comprised 160 unrelated male volunteers. We observed significant differences in genotype distribution when all 158 athletes (89.25% CC, 10.75% CT, 0.00% TT; P = 0.0025) were compared with controls (75.00% CC, 23.75% CT, 1.25% TT). A significant deficiency of the T allele was noted in all subgroups (short-distance runners: 5.21%, P = 0.032; short-distance swimmers: 5.56%, P = 0.031; weightlifters: 5.36%, P = 0.024) compared with controls (13.13%), while this trend was even stronger when the frequency of the T allele was compared between controls and all 158 athletes (5.38%, P = 0.0007). Our results indicate a lower frequency of the AMPD1 exon 2 T34 allele in elite Polish power-oriented athletes. Our data suggest that the C allele may help athletes to attain elite status in power-oriented sports. 相似文献
67.
When reporting frequencies and quantities in self-administeredsurveys using open-ended questions, respondents make use ofestimation strategies in order to provide a reasonable response.Accordingly, respondents do not only report pure numbers usingdigits, instead they extend their response to alphanumeric informationand explicit estimates (e.g. "about 10–20 cigarettes perday"). Such responses are not only of reduced quality, but theyalso require a lot of editing and cleaning in the post-fieldphase of a survey. While previous methodological work on frequencyquestions has focused on question wording, reference periodsand other text elements that have traditionally been consideredsignificant for high quality frequency responses, in this articlewe test the impact of various graphical characteristics of theresponse field in order to reduce the number of alphanumericelaborations and explicit estimates. The field-experimentalstudies reported are based on the assumption that respondentsinterpret formal characteristics of frequency questions as meaningfulinformation throughout the question answer process. The findingsreported will help survey designers reduce the proportion ofestimated responses. Received for publication October 24, 2007. Accepted for publication August 12, 2008. 相似文献
68.
The purpose of this study was to investigate the relationships among gender, age, and intellectual development. Random samples of 70 females and 70 males were selected with each sex group equally divided into a low-age and a high-age group. The low-age group ranged in age from 16.25 years to 16.75 years and the high-age group from 16.76 years to 17.25 years. The Piaget tasks selected to measure cognitive development were: Conservation of Volume, Separation of Variables, and Equilibrium in the Balance and Combination of Colorless Chemical Liquids. Data from this research produced these findings: (1) males demonstrate a higher level of intellectual development than females, (2) males mature intellectually earlier than females, (3) the value of the conservation of volume task as a component of a battery of formal tasks depends upon whether the decisions are to be made on the basis of the total-task results or on individual task performance, and (4) there appear to be factors other than age and gender that are related to the development of formal operational reasoning. These investigators hypothesize that experiences is another important factor. 相似文献
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70.
Marek Kwiek 《Higher Education》2003,45(4):455-476
The period since 1989 has been an extremely dynamic one in Polish highereducation. New opportunities have opened up for the academic community,along with new challenges. Suddenly, the academic profession has arrivedat a stage that combines far-reaching autonomy with rather uncertainindividual career prospects. In recent years, a number of new laws havebeen proposed that were intended to change the whole structure ofrecruitment, promotions, remuneration, working conditions, andappointments of academic faculty. All this has occurred admidst thestrains and tensions resulting from changes in the broader society. Thesudden passage from the more or less elite higher education system tomass higher education with a strong and dynamic private sector hastransformed the situation of the academic community beyond allrecognition. The transition has resulted in a new set of values andchanges in position, tasks, and roles for academe in society. Today,the future of the Polish academic profession remains undetermined. Thepositive changes were accompanied by the chronic underfunding of publichigher education. Polish academics have learned to accommodatethemselves to the permanent state of uncertainty in which they areforced to operate. The present paper analyzes the current situation fromthe perspective of global changes affecting the academic profession. 相似文献