INFORMING A LEARNING PROGRESSION IN GENETICS: WHICH SHOULD BE TAUGHT FIRST,MENDELIAN INHERITANCE OR THE CENTRAL DOGMA OF MOLECULAR BIOLOGY?   总被引：1，自引：0，他引：1  

Ravit Golan Duncan  Moraima Castro-Faix  Jinnie Choi 《International Journal of Science and Mathematics Education》2016,14(3):445-472

The Framework for Science Education and the Next Generation Science Standards in the USA emphasize learning progressions (LPs) that support conceptual coherence and the gradual building of knowledge over time. In the domain of genetics there are two independently developed alternative LPs. In essence, the difference between the two progressions hinges on conjectures regarding the accessibility of Mendelian versus molecular genetics, the conceptual dependencies between them, and the order in which they should be taught. The discrepancies between the two progressions stem, in part, from gaps in the current research base. To address the question of whether learning one aspect of genetics, Mendelian or molecular, supports the learning of the other, we analyzed correlations between students’ test scores on item subsets for Mendelian and molecular genetics on written pre-post assessments. Students were seventh graders who received intensive instruction in Mendelian and molecular genetics. We found that students’ pretest scores on the molecular items were moderately correlated with their posttest scores on the Mendelian genetics item set (but not the other way around). This suggests that molecular genetics understandings may bootstrap the learning of Mendelian genetics. Implying that, in contrast to prevalent practice, molecular genetics should be taught before Mendelian genetics.  相似文献   

‘Feed‐forward’: improving students' use of tutors' comments     

Neil Duncan 《Assessment & Evaluation in Higher Education》2007,32(3):271-283

A small‐scale action research project was carried out on students' feedback histories on one undergraduate module. Old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module. This advice was then synthesized to create simple individual learning plans for the students' forthcoming assignments, in other words old feedback was applied to a new task. A number of additional teaching and learning interventions were provided for participants and the statistical outcomes showed a small gain in the grades achieved against those who did not participate. Interviews were held with participants that indicated a number of reasons why feedback was not optimized to assist further learning.  相似文献   

Wordsworth’s ‘We Are Seven’: Reflections on the Secondary English Classroom     

Duncan Driver 《Changing English: An International Journal of English Teaching》2019,26(1):77-88

English teachers select texts for the edifying qualities they possess: a good poem, novel or film can act both as a window looking out over different lives and as a powerful mirror for reflection. When teachers reflect on their professional practice, however, they generally look to education theory, to research or to action learning strategies. But if great works of literature strengthen a student’s empathetic, critical and reflective capacities, they can do the same for the English teachers who prescribe them. The article does not advocate for a rejection of pedagogical expertise in favour of pure literary criticism, but it does consider that these two aspects of English teaching can be brought together for the purposes of professional reflection and development. Using William Wordsworth’s lyric ‘We Are Seven’ as an example, it aims to illustrate how a close reading of the poem leads naturally and effectively from an analysis of content to more general considerations of why and how we teach.  相似文献   

Ethnic Differences in Children's Intelligence Test Scores: Role of Economic Deprivation, Home Environment, and Maternal Characteristics   总被引：8，自引：0，他引：8  

Jeanne Brooks-Gunn  Pamela K. Klebanov  Greg J. Duncan 《Child development》1996,67(2):396-408

We examine differences in intelligence test scores of black and white 5-year-olds. The Infant Health and Development Program data set includes 483 low birthweight premature children who were assessed with the Wechsler Preschool and Primary Scale of Intelligence. These children had been followed from birth, with data on neighborhood and family poverty, family structure, family resources, maternal characteristics, and home environment collected over the first 5 years of life. Black children's IQ scores were 1 SD lower than those of white children. Adjustments for ethnic differences in poverty reduced the ethnic differential by 52%. Adjustments for maternal education and whether the head of household was female did not reduce the ethnic difference further. However, differences in home environment reduced the ethnic differential by an additional 28%. Adjustments for economic and social differences in the lives of black and white children all but eliminate differences in the IQ scores between these two groups.  相似文献   

Some variables affecting children's spatial conservation     

B Duncan  J Eliot 《Child development》1973,44(4):828-830

  相似文献   

The adequacy of response rates to online and paper surveys: what can be done?   总被引：1，自引：1，他引：0  

Duncan D. Nulty 《Assessment & Evaluation in Higher Education》2008,33(3):301-314

This article is about differences between, and the adequacy of, response rates to online and paper‐based course and teaching evaluation surveys. Its aim is to provide practical guidance on these matters. The first part of the article gives an overview of online surveying in general, a review of data relating to survey response rates and practical advice to help boost response rates. The second part of the article discusses when a response rate may be considered large enough for the survey data to provide adequate evidence for accountability and improvement purposes. The article ends with suggestions for improving the effectiveness of evaluation strategy. These suggestions are: to seek to obtain the highest response rates possible to all surveys; to take account of probable effects of survey design and methods on the feedback obtained when interpreting that feedback; and to enhance this action by making use of data derived from multiple methods of gathering feedback.  相似文献   

Scientific Habits of Mind in Virtual Worlds   总被引：8，自引：6，他引：2  

Constance Steinkuehler  Sean Duncan 《Journal of Science Education and Technology》2008,17(6):530-543

In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular, we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter. Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument.  相似文献   

Acting as one: understanding the actions of the banned Essendon 34     

Samuel Keith Duncan 《Sport in Society》2018,21(3):529-545

In January 2016, 34 past and present players from the Essendon Football Club were found guilty of being injected with banned peptide, Thymosin Beta 4, while participating in Essendon’s supplements programme in 2011 and 2012. The release of the Court of Arbitration of Sport’s (CAS) summary of findings raised questions about the actions and intent of the participating players. In particular, the CAS highlighted concerns that the players showed a lack of due diligence and curiosity and acted in a secretive nature. This article seeks to provide a means of understanding the actions of the 34 Essendon players who willingly participated in Essendon Football Club’s supplements programme by viewing them as active participants of a community. In doing so it becomes clear that the actions of the Essendon 34 were not unusual, but that a cultural shift within Australian Football League clubs may be needed to ensure a crisis like it never occurs again.  相似文献   

Leadership styles predict career readiness in early college high‐school students          下载免费PDF全文

Sofia Villarreal  Jared A. Montoya  Phyllis Duncan  Esther Gergen 《Psychology in the schools》2018,55(5):476-489

This study examined leadership style as a predictor of career readiness among a sample of (N = 281) students from two early college high schools from the Rio Grande Valley in South Texas. Participants included 165 females and 116 males ranging from 14 to 19 years of age and 96.8% identified as Hispanic. Participants provided demographic information and reported their own leadership style using the Multifactor Leadership Questionnaire (MLQ 5x) as well as their career readiness using the Employability Skills Inventory (ESI). Additionally, pre‐existing district Texas Success Initiative (TSI) data was used to identify college readiness in Reading, Writing, and Math. The results indicated that college readiness, dual enrollment, year in school and gender predicted some of the dimensions of career readiness, but leadership style emerged as a significant predictor of all eight dimensions of career readiness.  相似文献   

Walk this way: validity evidence of iphone health application step count in laboratory and free-living conditions     

Markus J. Duncan  Kelly Wunderlich  Yingying Zhao  Guy Faulkner 《Journal of sports sciences》2018,36(15):1695-1704

Several attempts have been made to demonstrate the accuracy of the iPhone pedometer function in laboratory test conditions. However, no studies have attempted to evaluate evidence of convergent validity of the iPhone step counts as a surveillance tool in the field. This study takes a pragmatic approach to evaluating Health application derived iPhone step counts by measuring accuracy of a standardized criterion iPhone SE and a heterogeneous sample of participant owned iPhones (6 or newer) in a laboratory condition, as well as comparing personal iPhones to accelerometer derived steps in a free-living test. During lab tests, criterion and personal iPhones differed from manually counted steps by a mean bias of less than ±5% when walking at 5km/h, 7.5km/h and 10km/h on a treadmill, which is generally considered acceptable for pedometers. In the free-living condition steps differed by a mean bias of 21.5% or 1340 steps/day when averaged across observation days. Researchers should be cautioned in considering the use of iPhone models as a research grade pedometer for physical activity surveillance or evaluation, likely due to the iPhone not being continually carried by participants; if compliance can be maximized then the iPhone might be suitable.  相似文献