Measuring Graph Comprehension,Critique, and Construction in Science     

Kevin Lai  Julio Cabrera  Jonathan M. Vitale  Jacquie Madhok  Robert Tinker  Marcia C. Linn 《Journal of Science Education and Technology》2016,25(4):665-681

Interpreting and creating graphs plays a critical role in scientific practice. The K-12 Next Generation Science Standards call for students to use graphs for scientific modeling, reasoning, and communication. To measure progress on this dimension, we need valid and reliable measures of graph understanding in science. In this research, we designed items to measure graph comprehension, critique, and construction and developed scoring rubrics based on the knowledge integration (KI) framework. We administered the items to over 460 middle school students. We found that the items formed a coherent scale and had good reliability using both item response theory and classical test theory. The KI scoring rubric showed that most students had difficulty linking graphs features to science concepts, especially when asked to critique or construct graphs. In addition, students with limited access to computers as well as those who speak a language other than English at home have less integrated understanding than others. These findings point to the need to increase the integration of graphing into science instruction. The results suggest directions for further research leading to comprehensive assessments of graph understanding.  相似文献   

World trends in science education,by Charles P. McFadden, (Ed.). Halifax,Nova Scotia,Canada: Atlantic Institute of Education, 1980     

Robert Yager  John E. Penick 《科学教学研究杂志》1982,19(3):271-272

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Supervision of Doctoral Students in the Natural Sciences: expectations and experiences     

Christopher J. Pole  Annemarie Sprokkereef  Robert G. Burgess  Emma Lakin 《Assessment & Evaluation in Higher Education》1997,22(1):49-63

Within the natural sciences and engineering, literature relating to postgraduate education, in particular the process of completing a doctorate, remains generally scarce. That which does exist emphasises the role of the supervisor in effecting successful completion and points to a wide range of activities performed by supervisors. There remains, however, little by way of accounts of the actual experiences of supervisors or students when engaged in the process of doctoral supervision. It is these experiences which form the basis of this paper which focuses upon doctoral students and their supervisors in the disciplines of physics, mathematics and engineering science. Data for the paper have been collected, as part of an ESRC funded project, by means of in‐depth interviews with students and supervisors in nine universities in England. In particular, we address students expectations of PhD supervision, the extent to which expectations have been met, and within the context of the ‘career’ of the PhD, the ways in which supervision changes as the doctoral process progresses. Important issues relating to the need for training for PhD supervisors and their capacity to meet the expectations of their students are raised, together with those which question the relationship between the PhD and the culture of academic work.  相似文献   

What Can Clients Tell Us about Seeking Counselling and Their Experience of It?     

Robert?J.?MantheiEmail author 《International journal for the advancement of counseling》2005,27(4):541-555

Research on counselling is often unknown to or ignored by counsellors. Research that explores counselling from the client’s perspective is even less familiar to most counsellors, perhaps because there is far less of it compared to the quantity of research investigating the process from the counsellor’s point of view. Nevertheless, research presenting the client’s perspective can be a useful guide to both counsellors and their clients. With this aim in mind, this article summarises some of the research that has been conducted from the client’s point of view and suggests implications for counselling practice.  相似文献   

Defining attitude for science educators     

Robert L. Shrigley  Thomas R. Koballa  Ronald D. Simpson 《科学教学研究杂志》1988,25(8):659-678

A distinct and complex definition of attitude is evolving within the literature. A mental readiness to respond and a correlational consistency between attitude and behavior—although controversial and in need of further study and analysis—remain viable subcomponents within the definition. Most agree that evaluation is the heartbeat of attitude. The impact of social influence on attitudes is becoming increasingly important. Attitudes are learned and not inherited.  相似文献   

Student outcomes with rotation of teachers in secondary biology     

Harold B. Engen  Daryl D. Smith  Robert E. Yager 《科学教学研究杂志》1967,5(3):230-234

Look carefully at outcomes in the affective domain before exchanging a classroom with a rotating staff for the conventional one teacher design.  相似文献   

Transfer of facilitation in the rat     

T. L. Davidson  Robert A. Rescorla 《Learning & behavior》1986,14(4):380-386

In two experiments, rats solved two concurrent discrimination problems in which one stimulus (i.e., a facilitator) signaled the reinforcement of another stimulus (i.e., a target). Then a transfer test assessed the capacity of facilitators trained in one problem to promote responding to targets trained in the other. Experiment 1 found that a facilitator promoted as much responding to such a transfer target as to the target with which it was originally trained. Transfer was not obtained with a pseudofacilitator that was uninformative, in training, about the reinforcement of its target. Experiment 2 manipulated the stimulus modality of the targets and facilitators. Its results indicated that transfer performance was not due to generalization between training and transfer targets or facilitators. These results parallel those from comparable autoshaping paradigms with pigeons, and they agree with the view that facilitators promote responding by lowering the threshold for activation of the US representation.  相似文献   

Perception and practice of writing for publication by faculty at a doctoral-granting university     

Robert Boice  Karin Johnson 《Research in higher education》1984,21(1):33-43

Of a faculty of 685 at a doctoral-granting university, 400 completed a questionnaire (the Writing Habits Survey) indicating the patterns and conditions under which they write for publication, the techniques they employ to facilitate their writing, and the factors that inhibit their writing. Overall, faculty seemed to devote substantial efforts to writing, they reported using rather unsystematic methods of writing, and they cited a lack of time as the chief constraint on their writing. The most productive writers seemed to work at writing in a regular (as opposed to sporadic) fashion, to have little anxiety about writing, and to minimize negative attitudes about the editorial process.  相似文献   

A review of research on teachers’ use of student data: from the perspective of school leadership     

Jingping Sun  Robert Przybylski  Bob J. Johnson 《Educational Assessment, Evaluation and Accountability》2016,28(1):5-33

Despite the increased worldwide acknowledgment of the importance of teachers’ use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers’ capacity. Teachers generally have low efficacy in using student data to inform their day-to-day instructions. Teachers lack the basic skills to understand, interpret, and analyze data, develop instructional strategies based on data, and implement research-based instructional strategies in classrooms to address the weaknesses reflected from data analysis results. Any gap in this chain of instructional actions would lead to ineffective teaching and learning in classrooms. This study synthesizes research located from on-line databases on teachers’ data use conducted in the last 14 years and examines the nature, impacts, and shapers of teachers’ use of student formative and/or summative assessment data to improve teaching and learning. This review provides a much-needed guide to school leaders and policy makers in the USA, as well to other jurisdictions that want to make evidence-based decisions in the hopes of improving student learning and teachers’ capacity in data use.  相似文献   

DEVELOPMENT OF A PEER ASSESSMENT TECHNIQUE FOR OBTAINING INDIVIDUAL MARKS ON A GROUP PROJECT     

Judy Goldfinch  Robert Raeside 《Assessment & Evaluation in Higher Education》1990,15(3):210-231

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