The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills     

Michal Zion  Tova Michalsky  Zemira R. Mevarech 《International Journal of Science Education》2013,35(8):957-983

The study is aimed at investigating the effects of four learning methods on students’ scientific inquiry skills. The four learning methods are: (a) metacognitive‐guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive‐guided inquiry embedded within face‐to‐face (F2F) interaction; and (d) F2F interaction with no metacognitive guidance. The study examined general scientific ability and domain‐specific inquiry skills in microbiology. Participants were 407 10th‐grade students (15 years old). The MINT research group significantly outperformed all other research groups, and F2F (group d) acquired the lowest mean scores. No significant differences were found between research groups (b) and (c). MINT makes significant contributions to students’ achievements in designing experiments and drawing conclusions. The novel use of metacognitive training within an ALN environment demonstrates the advantage of enhancing the effects of ALN on students’ achievements in science.  相似文献   

Three-phase slug flow in microchips can provide beneficial reaction conditions for enzyme liquid-liquid reactions     

Ji?í ?ech  Michal P?ibyl  Dalimil ?nita 《Biomicrofluidics》2013,7(5)

Here, we introduce a solution to low stability of a two-phase slug flow with a chemical reaction occurring at the phase interface in a microfluidic reactor where substantial merging of individual reacting slugs results in the loss of uniformity of the flow. We create a three-phase slug flow by introducing a third fluid phase into the originally two-phase liquid-liquid slug flow, which generates small two-phase liquid slugs separated by gas phase. Introduction of the third phase into our system efficiently prevents merging of slugs and provides beneficial reaction conditions, such as uniform flow pattern along the whole reaction capillary, interfacial area with good reproducibility, and intensive water-oil interface renewal. We tested the three-phase flow on an enzyme hydrolysis of soybean oil and compared the reaction conversion with those from unstable two-phase slug flows. We experimentally confirmed that the three-phase slug flow arrangement provides conversions and pressure drops comparable or even better with two-phase liquid-liquid arrangements.  相似文献   

Book Review: A fruitful resource emerging from collaboration within an ERME topic conference. Alison Clark-Wilson,Ana Donevska-Todorova,Eleonora Faggiano,Jana Trgalová and Hans-Georg Weigand (Eds.) (2021) Mathematics education in the digital age: learning,practice and theory     

Tabach  Michal 《Educational Studies in Mathematics》2022,110(3):573-580

Educational Studies in Mathematics -  相似文献   

Online example-based assessment as a resource for teaching about quadrilaterals     

Popper  Porat  Yerushalmy  Michal 《Educational Studies in Mathematics》2022,110(1):83-100

Educational Studies in Mathematics - We used an assessment platform to study the potential of rich student data obtained online to influence classroom instruction and help teachers respond to...  相似文献   

Functions represented as linear sequential data: relationships between presentation and student responses     

Michal Ayalon  Anne Watson  Steve Lerman 《Educational Studies in Mathematics》2015,90(3):321-339

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STUDENTS’ OPPORTUNITIES TO ENGAGE IN TRANSFORMATIONAL ALGEBRAIC ACTIVITY IN DIFFERENT BEGINNING ALGEBRA TOPICS AND CLASSES     

Ayalon  Michal  Even  Ruhama 《International Journal of Science and Mathematics Education》2014,12(2):285-305

This study compares students’ opportunities to engage in transformational (rule-based) algebraic activity between 2 classes taught by the same teacher and across 2 topics in beginning algebra: forming and investigating algebraic expressions and equivalence of algebraic expressions. It comprises 2 case studies; each involves a teacher teaching in two 7th grade classes. All 4 classes used the same textbook. Analysis of classroom videotapes (15–19 lessons in each class) revealed that the opportunities to engage in transformational algebraic activity related to forming and investigating algebraic expressions were similar in each teacher’s 2 classes. By contrast, substantial differences were found between 1 teacher’s classes with regard to the opportunities to engage in transformational algebraic activity related to equivalence of algebraic expressions. The discussion highlights the contribution of the interplay among the mathematical topic, the teacher, and the class to shaping students’ learning opportunities. Specifically, the mathematical topic appeared to play a prominent role in certain situations, with the topic involving deductive reasoning generating high variation in classes of 1 teacher but not in the other’s.

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MENTORING IN GERONTOLOGY EDUCATION: NEW GRADUATE STUDENT PERSPECTIVES     

A. Leigh Peyton  Michal Morton  Molly M. Perkins  Linda M. Dougherty 《Educational gerontology》2013,39(5):347-359

Involvement in a mentor-student relationship is an invaluable experience for new graduate students. These students frequently have opportunities and experiences provided to them by their mentor that may be otherwise unattainable. Mentoring can help new graduate students develop academically, personally, and professionally. This article describes mentoring in gerontology education from the perspectives and personal experiences of new graduate students in sociology and gerontology. Discussed in this article are types and phases of mentoring, the need for a mentor in gerontology education, selection a mentor, and issues related to mentoring and career advancement.  相似文献   

History     

Robert Friedel  John D. Ryder  Donald G. Fink  A. Michal McMahon  Charles J. Bashe  Thomas C. Leonard 《Communication Booknotes Quarterly》2013,44(4-5):39-40

EDISON'S ELECTRIC LIGHT: BIOGRAPHY OF AN INVENTION by Robert Friedel, et al. (New Brunswick, NJ: Rutgers University Press, 1986—$27.95 until July 1st, then $35)

ENGINEERS & ELECTRONS: A CENTURY OF ELECTRICAL PROGRESS by John D. Ryder and Donald G. Fink (IEEE Press, 345 East 47th St., New York 10017—price not given)

THE MAKING OF A PROFESSION: A CENTURY OF ELECTRICAL ENGINEERING IN AMERICA by A. Michal McMahon (New York: IEEE Press, see address to left, 1984—price not given)

IBM'S EARLY COMPUTERS by Charles J. Bashe, et al (Cambridge, MA: MIT Press, 1986—$27.50)

THE POWER OF THE PRESS: THE BIRTH OF AMERICAN POLITICAL REPORTING by Thomas C. Leonard (New York: Oxford, 1986—$22.50)  相似文献   

Classroom engagement towards using definitions for developing mathematical objects: the case of function     

Michal Tabach  Talli Nachlieli 《Educational Studies in Mathematics》2015,90(2):163-187

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TV violence and child aggression     

Honig  Alice Sterling 《Early Childhood Education Journal》1983,10(4):41-45

Early Childhood Education Journal -  相似文献