Correction to: Learning About Archaeology and Prehistoric Life     

Besse  M.  Fragnière  S.  Müller  A.  Piguet  M.  Dubois  L.  Miéville  D.  Schoeb  S.  Schumacher  D. 《Science & Education》2020,29(1):213-219

Science & Education - The original article unfortunately contains incorrect figures 6 to 13.  相似文献   

The Introduction of Videodiscs into Schools     

Thérèse Van de Wiele 《Educational Media International》2013,50(4):188-197

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A Contribution of the Computer to Biology Education at the University     

D. Anxolabéhère  N. Bernard‐Daugeras  C. Favard‐Séréno  J. Fiszer  M. Lauthier  G. Périquet 《International Journal of Science Education》2013,35(4):377-394

Summaries

English

At the O.P.E. Laboratory, computer‐based biology dialogues result in a new pedagogical situation which could not be achieved by any other method.

This paper describes part of O.P.E. embryology dialogues, designed for undergraduate medical and biology students, and concerning interactions between inductive and competent tissues during embryonic development. Each student using these dialogues is in a position to proceed, in an active manner, through three principal stages in the knowledge of the competence concept: determination of experimental criteria of a state of competence; analysis of evolution of competence in course of time; detection of modifications of competence of a tissue towards sequential inductors.

In the course of the dialogue, each student has to interpret various experimental results, verify hypotheses and conduct in his own way a series of simulated experiments (students have no other chance of carrying out this kind of embryology experiment). The validity of the student's reasoning and his experimental methodology are constantly controlled.

These computer‐based biology dialogues are not intended to supersede other pedagogical activities. They are designed to be a new and specific contribution to comprehension, mastery, and even modelling, of biological concepts and mechanisms, and appear to meet actual requirements of biology education.  相似文献   

Análisis de la competencia literaria en adultos castellanos analfabetos     

Mireille Bilger 《Cultura y Educación》2013,25(1):51-56

El concepto de alfabetización ha dejado de ser hace mucho tiempo un concepto estático y hoy se sabe que leer implica procesos en los que el conocimiento previo del sujeto acerca de lo que es el propio lenguaje escrito juega un importante papel. En este trabajo se presenta una caracterización de la competencia literaria de adultos que, no dominando el código, son capaces de discernir la especificidad del texto escrito  相似文献   

The role of children's informal talk in their writing     

Thérèse Day 《Irish Educational Studies》2013,32(1):223-234

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The Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT)     

Michèle Foster  Leah Halliday  Jonathan Baize  James Chisholm 《Multicultural Perspectives》2020,22(2):68-78

Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle’s mind. Even so, it was during the class discussion that the heuristic’s relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice.  相似文献   

How do teachers in Ireland and England conceptualise dyslexia?     

Sheena Bell  Thérèse McPhillips  Mary Doveston 《Journal of Research in Reading》2011,34(2):171-192

This paper presents the findings of a comparative study using data from questionnaire surveys carried out in England (n=57) and Ireland (n=72). The researchers examine how teachers and teaching assistants who are currently teaching pupils with dyslexia in primary schools describe dyslexia and what may have influenced their conceptualisation. The paper examines teachers' responses both in terms of how they view their pupils presenting difficulties in the classroom, and how far they link these to underlying differences in cognitive processing. The researchers suggest ways in which this might influence their teaching in terms of methodology. Findings have been mapped to the Morton and Frith causal modelling framework. The implications of these findings for the training and support of teachers are discussed in the light of recent national initiatives to improve the teaching of dyslexic pupils in both countries.  相似文献   

Technology in Support of Collaborative Learning   总被引：1，自引：0，他引：1  

Paul Resta  Thérèse Laferrière 《Educational Psychology Review》2007,19(1):65-83

This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research gaps and issues that may help focus future research in this emerging field of study.

Paul RestaEmail:

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Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses   总被引：2，自引：0，他引：2  

Preszler RW  Dawe A  Shuster CB  Shuster M 《CBE life sciences education》2007,6(1):29-41

With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.  相似文献   

Beyond genetics in Mental Rotation Test performance: The power of effort attribution     

Angelica Moè  Francesca Pazzaglia 《Learning and individual differences》2010,20(5):464-468

This study compares the effects on Mental Rotation Test (MRT) performance of instructions that stress the importance of (a) personal effort, and (b) genetically driven ability. A total of 120 high-school students were assigned to three groups, and administered two sub-tests of the MRT. Between the first and second sub-tests, the groups received one of the following instructions: effort (“anyone can succeed in this task by putting in effort”), ability (“performance on the test depends on genetic determinants”), and neutral for control (“this is an important test used in many countries”). We predicted that effort but not ability instructions would affect performance. Results confirmed the prediction and showed that, after controlling for baseline performance, the effort group outperformed the ability and control groups, which did not differ from each other. Discussion focuses on the mechanisms implied in believing ability to be genetically determined or experientially driven.  相似文献