Air Toxics Under the Big Sky: examining the effectiveness of authentic scientific research on high school students’ science skills and interest     

Tony J. Ward  Naomi Delaloye  Earle Raymond Adams  Desirae Ware  Diana Vanek  Randy Knuth 《International Journal of Science Education》2016,38(6):905-921

Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. This research explored: (1) how the program affects student understanding of scientific inquiry and research and (2) how the open-inquiry learning opportunities provided by the program increase student interest in science as a career path. Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom.  相似文献   

Content Familiarity: Differential Impact of Effective Teaching on Student Achievement Outcomes     

Dieter J. Schönwetter  Rodney A. Clifton  Raymond P. Perry 《Research in higher education》2002,43(6):625-655

Improving the quality of higher education for all students requires researchers to focus on factors that potentially influence learning. Of particular interest are student entry characteristics and effective teaching behaviors. Accordingly, structural equation modeling was used to examine the relationships between student differences, prior experience with the subject material, past performances, teaching behaviors, and perceived learning and achievement. A theoretical model containing 8 variables was formulated and tested on students who were either experienced or inexperienced with the course material. The data were gathered at a large midwestern university fitting the Carnegie classification as a research institution. Overall, student achievement is affected by test anxiety and high school GPA. Prior experience with the course content revealed that content-unfamiliar students' perception of learning is more positively influenced by instructor organization than by instructor expressiveness, whereas for content-familiar students, expressiveness is much more influential than organization. Additionally, content-unfamiliar students are more sensitive to both teaching behaviors than content-familiar students. These findings have important implications for administrators, instructors, and researchers.  相似文献   

Self-directed learning and schooling: Identifying pertinent theories and illustrative research     

Rodney Skager 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(4):517-543

Changing modern societies offering diversified opportunities for self-education require citizens who are self-directed in their approach to learning. In this review, self-directed learners are characterized as manifesting personal attributes of self-acceptance as a learner, planfulness in learning activities, intrinsic motivation for learning, ability to internalize the evaluation process, openness to experience, flexibility in the approach to learning, and autonomy in the setting of learning goals and selection of the means of learning.Contemporary writers critical of the school maintain that learner attributes like the above are suppressed or prevented from developing because schools require conformity and induce dependency. Others feel that the right kind of schooling can enhance self-direction in learners. Unfortunately, evidence of the latter is lacking. Six theoretical positions on human learning that have relevance to the development of self-direction are identified and are here labelled: modeling, reinforcement, curiosity motivation, competency motivation, attribution theory and personal causation, and humanistic.All of the suggested attributes of the self-directed learner are found to be related to one or more of the theories examined. Finally, four approaches to educational practice explicity associated with self-direction are identified: experiential learning, discovery learning, the open classroom,and structured individualization.In general, there is some positive evidence that attributes of self-directed learning can be deliberately taught, though more intensive studies of particular types of school environments as well as longitudinal research are badly needed.

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Zusammenfassung Im Wandel befindliche moderne Gesellschaften mit differenzierten Selbstbildungs-Möglichkeiten brauchen Bürger, die auf selbstbestimmtes Lernen ausgerichtet sind. In dieser Studie werden selbst bestimmende Lernende charakterisiert durch Eigenschaften wie Selbst-Anerkennung als Lernender, geplantes Lernen, innere Lern-Motivation, die Fähigkeit, den Evaluationsprozess zu verinnerlichen, Erfahrungsoffenheit, Flexibilität in Lernansätzen, und Autonomie in Festlegen von Lernzielen sowie in der Wahl von Lernmitteln.Zeitgenössische Kritiker der Schule behaupten, Eigenschaften wie die obigen würden unterdrückt oder in ihrer Entwicklung behindert, weil die Schule Konformität verlangt und Abhängigkeit anerzieht. Andere sind der Ansicht, dass die richtige Art von Schulunterricht die Selbstbestimmung bei den Lernenden verstärken kann; hierfür fehlt es jedoch leider an Beweisen. Sechs theoretische, für die Entwicklung von Selbstbestimmung relevante Positionen in bezug auf menschliches Lernen werden vom Verfasser herausgearbeitet. Er bezeichnet sie als Lernen am Vorbild, Verstärkung, Neugier-Motivation, Kompetenz-Motivation, Attributionstheorie und persönliche Kausation,und Menschenbildung.All diese Eigenschaften stehen in Bezug zu einer oder mehreren der untersuchten Theorien. Schliesslich werden vier verschiedene Ansätze zur Bildungspraxis identifiziert: erfahrendes Lernen, entdeckendes Lernen, offener Unterrichtund strukturierte Individualisierung.Allgemein gesprochen, gibt es einige Hinweise darauf, dass selbstbestimmtes Lernen gezielt gelehrt werden kann; doch bedarf es noch eingehender Untersuchungen über bestimmte Unterrichtstypen sowie longitudinaler Forschung.

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Résumé Les sociétés modernes en évolution qui offrent des opportunités diversifiées d'autodidaxie, doivent avoir des citoyens capables d'auto-diriger le procesus d'acquisition de leurs connaissances. Dans ce compte-rendu, les individus auto-dirigés sont caractérisés comme capables de diagnostiquer leurs propres besoins de connaissances, faisant preuve d'une motivation intrinsèque,, d'une aptitude à intérioriser le processus d'évaluation, d'une ouverture à l'expérience, d'une flexibilité dans l'approche de l'acquisition des connaissances, d'une autonomie dans la fixation des objectifs et le choix des moyens d'apprentissage.Les auteurs contemporains qui critiquent le système scolaire soutiennent que les qualités de l'individu autodirigeant son apprentissage, telles qu'elles sont mentionnées ci-dessus, sont étouffées, ou qu'un obstacle est mis à leur développement, parce que les écoles exigent la conformité et incitent à la dépendance. D'autres auteurs estiment qu'une scolarité bien comprise peut développer l'autodirection chez l'individu qui apprend; malheureusement ils n'en fournissent pas les preuves.Six positions théoriques sur l'acquisition des connaissances ayant un rapport avec le développement de l'auto-direction sont identifiées et désignées comme suit: imitation d'un modèle, renforcement, motivation de la curiosité, motivation de la compétence, théorie de l'attribution de la causalité personnelle et théorie humaniste. On a trouvé que toutes les qualités avancées comme étant celles de l'individu autodirigé, s'apparentent à une ou plusieurs des théories examinées.Finalement, quatre approches de la pratique pédagogique, explicitement associées à l'auto-direction, sont décrites: l'apprentissage empirique, l'apprentissage par la découverte, la classe ouverte, l'individualisation structurée. Il existe en général quelque preuve positive que les qualités de l'apprentissage auto-dirigé peuvent être délibérément enseignées, mais le besoin d'études plus poussées sur des types particuliers d'environnement scolaire, et de recherche longitudinale, se fait fortement sentir.

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This review is a part of a multinational research project, Lifelong Education and the School: Organizing the Learning Process to Enhance Self-Direction, (Project 4.17), currently being conducted by the Unesco Institute for Education.  相似文献   

德里街上的舞熊     

贾燕梅 《海外英语》2007,(10):42-43

像传说中大兽般的不真实 德里街上那只喜马拉雅大熊 在炫目的阳光下舞动着 它那弯曲的上肢 大熊旁两个男人在吟唱 宛如那跳跃着的细长虫蝗 一个拽着那穿在硕大 而湿软鼻洞上的铁环另一个 扬起那扬起那重重的枝条 吓得老熊双眼不停忽闪  相似文献   

Sport and re/creation: what skateboarders can teach us about learning     

Rodney H. Jones 《Sport, Education and Society》2013,18(5):593-611

This paper explores the role of digital media and creativity in the processes of learning that occur in groups of urban skateboarders. In particular, it examines how the production and consumption of amateur videos contribute to both skaters’ mastery of the techniques of the sport and their integration into the culture of the sport. The data come from an ethnographic study of skateboarders in Hong Kong, which included in-depth interviews, participant observation and the collection of texts and artifacts like magazines, blog entries and amateur skating videos. Skateboarders use video in a number of ways that significantly impact their learning and integration into their communities. They use it to analyze tricks and techniques, to document the stages of their learning and socialization into the group, to set community standards, to build a sense of belonging with their ‘crews’ and to imagine ‘idealized futures’ for themselves and their communities. Understanding the value and function of such ‘semiotic mediation’ in learning and socialization into sport cultures, I suggest, can contribute to helping physical educators design tasks that integrate training in physical skills with opportunities for students to make meaning around their experiences of sport and physical education.  相似文献   

Judo     

Rodney Imamura  Benjamin Johnson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):191-201

Twenty male judo players (10 black belt; 10 novice) executed the major outer leg reap, osoto‐gari, with maximal effort. Each throw was recorded within the two‐dimensional sagittal plane using a 60 Hz video camera. Kinematic data that best described the power of the ‘tori's’ (thrower's) sweeping leg and the velocity of the ‘uke's’ (recipient's) falling body were analysed using a Peak Performance Technologies Inc. Motus system. Data from black belt and novice groups were statistically analysed using a one‐way MANOVA (p = .05). Statistical analysis found only two variables for the ‘tori’ (peak angular velocity of the trunk; TTRK, and peak angular velocity of the ankle; TANK) to be significantly different. Large TTRK values for the black belt group indicated a proficient ability to create large momentum on the upper body of the ‘uke’. Significantly larger differences in trunk rotation velocities of the ‘uke’ by the black belt group reinforced this notion. These differences were attributed to good upper body to upper body contact or impact, which is considered an important aspect of the ‘osoto‐gari’. Significant differences in TANK values stressed the importance of executing plantar flexion near sweep contact. The results emphasised the importance of using the sweeping leg in a sequential kinetic link motion rather than as a single rigid segment.  相似文献   

New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind     

Betty Achinstein  Rodney T. Ogawa 《Journal of Educational Change》2012,13(1):1-39

The purpose of this article is to examine how and to what extent schools’ responses to accountability policies in the United States influence the ability of new teachers of color to draw on their own and their students’ cultural resources to engage in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these teachers identified three principal tensions which correspond to the three dimensions of culturally responsive teaching: (a) cultural and linguistic relevance versus standardization, (b) community of learners versus teacher transmission, and (c) social justice versus enhanced test scores. The teachers also described two mechanisms by which accountability-based programs and policies were enforced: fear of monitoring and internalizing the link between testing and educational opportunity. We applied the metaphor of “double bind” to explain the tensions and enforcement mechanisms encountered by these teachers. The “double bind” forced the new teachers of color to enact contradictory systemic demands promoted by government policy and the teaching profession and exacted an individual toll. We conclude with implications for policy, practice, and research.  相似文献   

Analysis of patterns in time for evaluating effectiveness of first principles of instruction     

Frick  Theodore W.  Myers  Rodney D.  Dagli  Cesur 《Educational technology research and development : ETR & D》2022,70(1):1-29

Educational technology research and development - In this naturalistic design-research study, we tracked 172,417 learning journeys of students who were interacting with an online resource, the...  相似文献   

Introduction to the Special Issue     

Rodney K. Goodyear 《Educational Psychology Review》1997,9(3):219-219

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The effects of adopting the revised new york state regents earth science syllabus on selected teacher and student variables     

James Orgren  Rodney L. Doran 《科学教学研究杂志》1975,12(1):15-24

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