Model-Based Teaching and Learning with BioLogica™: What Do They Learn? How Do They Learn? How Do We Know?     

Buckley  Barbara C.  Gobert  Janice D.  Kindfield  Ann C. H.  Horwitz  Paul  Tinker  Robert F.  Gerlits  Bobbi  Wilensky  Uri  Dede  Chris  Willett  John 《Journal of Science Education and Technology》2004,13(1):23-41

This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper.  相似文献   

Take home tests: An experimental study     

Larry J. Weber  Janice K. McBee  Jean E. Krebs 《Research in higher education》1983,18(4):473-483

The take home test was compared with the conventional closed and open book tests at the college level. It was found that scores on knowledge items were significantly higher with the take home test, and that additional time spent looking up answers was important. An additional factor was the level of anxiety, perceived by students to be less with the take home test. Rampant cheating does not appear to be a problem with take home tests.  相似文献   

Building Connections between Industry and University: Implementing an Internship Program at a Regional University     

Janice Tovey 《Technical Communication Quarterly》2001,10(2):225-239

Using an established university level internship program, this article discusses the issues of socialization and acculturation of interns into the workplace, motivation of student employees, and the relationships between education and training/workplace and academy. Evaluations by students and their supervisors reveal the significance of these issues for positive experiential learning.  相似文献   

What is Education Studies?     

Nigel Tubbs  Janice Grimes 《Educational studies》2001,27(1):3-15

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Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review   总被引：1，自引：0，他引：1  

Melanie Nind  Janice Wearmouth 《Journal of Research in Special Educational Needs》2006,6(3):116-124

This paper reports on the outcomes of the first in a series of three systematic literature reviews in inclusive education. The aims include establishing what research has been undertaken in the area of effective pedagogical approaches to enable children with special educational needs to be included in mainstream classrooms, synthesising themes in a purposive sample of the literature and examining how this research might inform practice. One outcome of this first literature review was an overview of the various ways that teachers are effectively including children with special educational needs. In this paper, using the literature, we share some of the characteristics of the teaching approaches that have been shown to lead to positive outcomes in the areas of academic attainment, social involvement and improved behaviour. We discuss how these approaches, particularly those involving peer group interactions, might be used by teachers to support all learners.  相似文献   

Fostering Students' Epistemologies of Models via Authentic Model-Based Tasks     

Gobert  Janice D.  Pallant  Amy 《Journal of Science Education and Technology》2004,13(1):7-22

Journal of Science Education and Technology - A curriculum unit for middle school Earth Science called “What's on Your Plate?” was designed. The unit was implemented in several...  相似文献   

The Portrayal of Industrial Melanism in American College General Biology Textbooks     

Janice Marie Fulford  David Wÿss Rudge 《Science & Education》2016,25(5-6):547-574

The phenomenon of industrial melanism (IM) became widely acknowledged as a well-documented example of natural selection largely as a result of H.B.D. Kettlewell’s pioneering research on the subject in the early 1950s. It was quickly picked up by American biology textbooks starting in the early 1960s and became ubiquitous throughout the 1970s, 1980s and 1990s. While recent research on the phenomenon broadly supports Kettlewell’s explanation of IM in the peppered moth, which in turn has strengthened this example of natural selection, textbook IM entries have actually declined in recent years in favor of other examples. In a previous paper, we drew attention to the pivotal role visual aspects played in the introduction of IM into (and its subsequent removal from) textbook accounts. The present article continues this investigation by analyzing textual passages on industrial melanism within a stratified random sample of textbooks from the 1960s to the 2000s. The fact that this example of natural selection was included by multiple publishers independently, in a short period of time, makes it uniquely qualified for a textbook study of this kind. The purpose of the present project was to determine whether these textbooks contain what has come to be known as the standard peppered moth story. Three complete series were also inspected for change across time. Our analysis focused on (1) the amount of text devoted to industrial melanism; (2) what specific science content elements were present; and (3) what, if any, nature of science (NOS) aspects were included. The study documents an increase in the amount of text devoted to industrial melanism over the decades. In spite of this increase, only modest changes in science content and NOS aspects were found.  相似文献   

My tribute to Phil Foster     

Janice Currie 《Prospects》2008,38(4):559-560

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Developmentally Appropriate Practice: Culture, Curriculum, Connections     

Janice Jipson 《Early education and development》1991,2(2):120-136

This study explores the implications of developmentally and culturally appropriate practice for early childhood education. Selections from classroom journals and personal narratives of 30 early childhood educators are presented to provide the context for the examination of the use of developmentally appropriate practice as a curricular base for early childhood programs. The capability of developmentally appropriate practice to respond to cultural diversity is analyzed and several questions are addressed Whose experiences are represented by developmentally appropriate practice? Whose ways of knowing are validated by developmentally appropriate practice? Teachers participating in this study noted that developmentally appropriate practice often failed to acknowledge the roles of culture, care-taking, inter-connectedness, and multiple ways of knowing in the teaching-learning experiences of young children. Their voices add the critical perspective of the practitioner to the consideration of what constitutes "appropriate" early childhood curriculum.  相似文献   

Mental models: A research focus for interactive learning systems   总被引：1，自引：0，他引：1  

Hueyching Janice Jih  Thomas Charles Reeves 《Educational technology research and development : ETR & D》1992,40(3):39-53

The difficulty of understanding the structure and functions of computer programs is especially acute when learners are given the freedom to explore hypertext materials in which the possibility of disorientation is strong. Mental model theory is an attempt to model and explain human understanding of objects and phenomena during learning (and other activities). Research on mental models in human-computer interaction can identify important characteristics of cognitive processes and help in the development of research-based guidelines for designing interactive learning systems. This article calls for programmatic research on learners' mental models and provides guidelines for the conduct of such research.Hueyching J. Jih completed her doctoral program at the University of Georgia in 1991 and is in government service in Taipei, Taiwan.  相似文献