The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships (El desarrollo de las habilidades de evaluación de las fuentes durante la adolescencia: una exploración de los distintos niveles de procesamiento de las fuentes y sus relaciones)     

Anna Potocki  Guillaume de Pereyra  Christine Ros  Mônica Macedo-Rouet  Marc Stadtler  Ladislao Salmerón 《Infancia y Aprendizaje》2020,43(1):19-59

Abstract

This study examines the development of source evaluation skills in four groups of students from 10 to 19 years of age. We designed a set of tasks based on a distinction between three components of source evaluation: the identification of source parameters; the evaluation of source features such as the source’s competence or benevolence under explicit instructions; and the use of source features in assessing a document’s relevance with respect to a given task. This inventory was administered to 245 teenagers in grades 5, 7 and 9 and to undergraduate students. All types of source evaluation skills developed throughout adolescence, with some of them remaining suboptimal for older readers. Furthermore, we found weak relationships between students’ identification of source parameters and their use of source features in the absence of any specific prompt. Finally, source evaluation tasks were weakly related to teenagers’ word reading skills. Taken together, these results document teenagers’ acquisition of source evaluation skills and warrant a distinction between readers’ ability to comprehend source features and to use these features when assessing information quality.  相似文献   

Effects of contextual cues previously paired with footshock or illness on behavior and pain sensitivity in the rat     

Gavan P. McNally  Marika C. Gorrisen  Lee-fay Low  R. Frederick Westbrook 《Learning & behavior》1999,27(4):416-425

Rats were used in four experiments to study the effects on behavior and pain sensitivity of exposure to a context previously paired with footshock or injection of the emetic drug lithium chloride (LiCl). Exposure to a context previously paired with footshock or injection of LiCl provoked the species-typical defense response of freezing (Experiments 1A and 1B). Exposure to a context previously paired with footshock additionally produced hypoalgesia when rats were tested using the tailflick test (Experiment 1A). By contrast, exposure to a context previously paired with injection of LiCl produced hyperalgesia when rats were tested using the tailflick test (Experiment 1B). However, exposure to a context previously paired with injection of LiCl did provoke hypoalgesia when rats were tested for pain sensitivity using either the hotplate or formalin tests (Experiment 2), which was mediated by the release of endogenous opioid peptides (Experiment 3). These results are discussed with reference to the processes governing associative regulation of defensive behavior and pain control.  相似文献   

History and Philosophy of Science through Models: The Case of Chemical Kinetics     

Justi  Rosária  Gilbert  John K. 《Science & Education》1999,8(3):287-307

The case for a greater role for the history and philosophy of science in science education is reviewed. It is argued that such a role can only be realised if it is based on both a credible analytical approach to the history and philosophy of science and if the evolution of a sufficient number of major themes in science is known in suitable detail. Adopting Lakatos' Theory of Scientific Research Programmes as the analytical approach, it is proposed that the development, use, and replacement, of specific models forms the core of such programmes.Chemical kinetics was selected as an exemplar major topic in chemistry. Eight models which have played a central role in the evolution of the study of chemical kinetics were identified by an analysis of the literature. The implications that these models have for the teaching and learning of chemistry today are discussed.  相似文献   

Examining science tools as mediators of students' learning about circuits     

Glenda Carter  Susan L. Westbrook  Cheryl D. Thompkins 《科学教学研究杂志》1999,36(1):89-105

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Empowering Parents and Families Through a Caring Inquiry Approach     

Kevin J. Swick  Denise Ann Da Ros  Beverly Ann Kovach 《Early Childhood Education Journal》2001,29(1):65-71

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Contrasting Two Approaches to Distance Language Learning     

Cristina Ros i Solé  Joseph Hopkins 《Distance Education》2007,28(3):351-370

In this article we contrast two distance foreign language programs developed at two European institutions of higher education (the Modern Languages Program at the Open University, UK; and the English Program at the Universitat Oberta de Catalunya, Spain) as instances of two pedagogical models used to address the many challenges posed by teaching languages at a distance. A detailed analysis of both approaches reveals that the pedagogical choices made by both universities are in great measure determined by the historical and cultural contexts in which both institutions are embedded. In addition, we discuss the similarities and differences between the two and draw several conclusions regarding the appropriateness of the two distance universities' general educational, administrative, and technological models for distance language learning.  相似文献   

Teaching writing: A situated dynamic     

Ros Fisher 《British Educational Research Journal》2012,38(2):299-317

The paper is theoretically grounded in Cultural Historical Activity Theory, which holds that human development is founded within participation in social and cultural practices. In particular, the teaching of literacy is shaped not only by the curriculum as designated by policy makers and the institution in which it is located, but also by the individuals' understanding of what literacy and learning involves and how they act to achieve their goals. The paper explores data from a project that investigated the relationship between classroom talk and the teaching of writing in six early‐years classrooms. Participants' own understandings of teaching and learning need to be taken into account by researchers and policy makers. Cultural Historical Activity Theory has been used to explore the dynamic relationship between activity at societal, institutional and individual levels. It is argued that researchers and policy makers need to take account of the wider socio‐cultural context in planning and evaluating curriculum development initiatives.  相似文献   

A common error term regulates acquisition but not extinction of causal judgments in people     

Griffiths O  Westbrook RF 《Learning & behavior》2012,40(2):207-221

In three experiments, we used the allergist task to examine the role of error correction mechanisms in the acquisition and extinction of causal judgments in people. Consistent with existing human and animal studies, acquisition of causal judgments was influenced by the discrepancy between the allergenic outcome and that predicted by all of the cues present on a trial (the "common error" term). However, in the present experiments, we failed to detect any evidence for the use of a common error term in extinction learning: Judgments of the allergenic properties of a cue were unaffected by the predictive value of the other cues present on a trial. This asymmetry in the use of a common error term in acquisition and extinction learning is inconsistent with previous animal studies and also with most models of associative learning. However, approaches that allow learning to be specific to a particular arrangement of elemental cues (context specific and state based) offer some explanation of the observed asymmetry.  相似文献   

Caregiver instability and early life changes among infants reported to the child welfare system     

Cecilia Casanueva  Mary Dozier  Stephen Tueller  Melissa Dolan  Keith Smith  Mary Bruce Webb  T’Pring Westbrook  Brenda Jones Harden 《Child abuse & neglect》2014

This study describes the extent of caregiver instability (defined as a new placement for 1 week or longer in a different household and/or with a new caregiver) in a nationally representative sample of infants, followed for 5–7 years. Data were drawn from the National Survey of Child and Adolescent Well-Being (NSCAW), a longitudinal study of 5,501 children investigated for child maltreatment. The analysis sample was restricted to 1,196 infants. Overall, 85.6% of children who were infants at the time of the index maltreatment experienced at least one caregiver instability event during their first 2 years of life. Caregiver instability was associated with the child having a chronic health condition and the caregiver being older than 40 years of age at baseline. The levels of instability reported in this study from infancy to school entry are extremely high. Children with more risk factors were significantly more likely to experience caregiver instability than children with fewer risk factors. The repeated loss of a young child's primary caregiver or unavailable, neglectful care can be experienced as traumatic. Some evidence-based programs that are designed to work with young maltreated children can make a substantial positive difference in the lives of vulnerable infants.  相似文献   

Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling     

Pedro Rosário  José Carlos Núñez  Guilermo Vallejo  Olímpia Paiva  António Valle  Sonia Fuentes  Ricardo Pinto 《European Journal of Psychology of Education - EJPE》2014,29(4):577-601

In the framework of teacher’s approaches to teaching, this study investigates the relationship between student-related variables (i.e., study time, class absence, domain knowledge, and homework completion), students’ approaches to learning, and teachers’ approaches to teaching using structural equation modeling (SEM) with two independent data samples. The participants were 61 biology teachers and their corresponding 1,518 high school students (12th grade). The first sample was used to fit the model, and the second sample was used to analyze the consistency of the data derived from the first sample. Using a two-level SEM analysis, we established whether the effects found at the individual level varied significantly at class level. The students’ approaches to learning were related to the teachers’ approaches to teaching as a function of the hypotheses established in the model, although the effect size was smaller than expected. However, approximately 48 % of the variance of the surface approach and 46 % of the deep approach sat at class level. At the individual level, the results of this study suggest that students’ approaches to learning significantly explain their teachers’ approaches to teaching and, thus, constitute important contextual variables. At the class level, the way students learn appears to be closely associated with class-related variables. Our data stresses the importance of promoting educational opportunities (e.g., school-based courses) for teachers to reflect upon the teaching methodologies used in class.  相似文献