The Use of Lego Technologies in Elementary Teacher Preparation     

Stella Hadjiachilleos  Lucy Avraamidou  Stavros Papastavrou 《Journal of Science Education and Technology》2013,22(5):614-629

The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121–140, 1999; Bryan and Atwater in Sci Educ 8(6):821–839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275–284, 1995). Science teachers are charged with the responsibility of incorporating both cognitive and non-cognitive parameters in their everyday teaching practices. This often results in their reluctance to teach science because they often lack disciplinary and/or pedagogical expertise required to promote science learning. The purpose of this study is to propose an alternative instructional approach in which Lego vehicles were used as a tool to promote pre-service elementary teachers’ development and to examine whether there are non-cognitive parameters that promote or obstruct them from using Lego Technologies as a teaching tool. The context of the study was defined by a teacher preparation program of a private university in a small Mediterranean country. A sample of 28 pre-service elementary teachers, working in five 5–6-member groups were involved in scientific inquiries, during which they had to use vehicles in order to solve scientific problems related to concepts such as gear functioning, force, and motion. The nature of their cognitive engagement in the scientific inquiry process, non-cognitive parameters contributing to their cognitive engagement, and the impact of their involvement in the process on their development were examined through qualitative analysis of pre- and post-inquiry interviews, presentations of their solutions to the scientific problems and of their personal reflective journals.  相似文献   

Audience Studies     

Thomas R. Lindlof  Lea P. Stewart  Stella Ting-Toomey  Doug R. Berdie  James U. McNeal 《Communication Booknotes Quarterly》2013,44(3-4):32-34

NATURAL AUDIENCES: QUALITATIVE RESEARCH OF MEDIA USES AND EFFECTS edited by Thomas R. Lindlof (Norwood, NJ: Ablex, 1987—$37.50)

COMMUNICATION, GENDER, AND SEX ROLES IN DIVERSE INTERACTION CONTEXTS edited by Lea P. Stewart and Stella Ting-Toomey (Norwood, NJ: Ablex, 1987—$35.00)

QUESTIONNAIRES: DESIGN AND USE by Doug R. Berdie, et al. (Metuchen, NJ: Scarecrow, 1986—$22.50)

CHILDREN AS CONSUMERS: INSIGHTS AND IMPLICATIONS by James U. McNeal (Lexington, MA: Lexington/Heath, 1987—$24.95)  相似文献   

Does domain matter? Monitoring accuracy across domains     

Dentakos  Stella  Saoud  Wafa  Ackerman  Rakefet  Toplak  Maggie E. 《Metacognition and Learning》2019,14(3):413-436

Metacognition and Learning - Confidence and its accuracy have been most commonly examined in domains such as general knowledge and learning, with less study of other domains, such as applied...  相似文献   

Conceptual change in astronomy: Models of the earth and of the day/night cycle in American-Indian children     

Irene-Anna Diakidoy  Stella Vosniadou  Jackson D. Hawks 《European Journal of Psychology of Education - EJPE》1997,12(2):159-184

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Problematising School-Based Mentoring for Pre-Service Primary English language Teachers     

Stella Kourieos 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):272-294

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Personal Bias or Government Bias? Testing the Hostile Media Effect in a Regulated Press System     

Chia  Stella C.; Yong  Shing Yew Joel; Wong  Zi Wen Diana; Koh  Wei Ling 《Int. Journal of Public Opinion Research》2007,19(3):313-330

This study examines the hostile media effect in relation topartisans’ perception of the slant of news coverage ina highly regulated press environment—Singapore. We foundthat partisans in Singapore perceived unbiased news to be infavor of the other side, while the nonpartisans perceived thesame news to be neutral. Our findings show that hostile mediaeffects can persist in a restricted press environment wherepeople are aware of the government's control of media coverage.We also found that partisans’ awareness of the government'scontrol of media information contributed to their perceptionof the article slant as well. Received for publication May 9, 2006. Accepted for publication December 5, 2006.  相似文献   

ERIC/CUE: Urban education research information     

Eva Oppenheim  Stella Torgoff 《The Urban Review》1980,12(2):109-115

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Childhood Revisited: possibilities and predicaments in new research agendas     

Stella M. Joseph 《British Journal of Sociology of Education》1993,14(1):113-121

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Immersion education in China: Teachers�� perspectives     

Stella Kong  Philip Hoare  Yanping Chi 《Frontiers of Education in China》2011,6(1):68-91

This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching. Teachers are important stakeholders in any curriculum implementation and their views are significant in both evaluating progress and determining future directions. The teachers’ views were gathered from questionnaires and interviews. Topics include their understanding of the objectives of immersion education, their preparedness for their roles as immersion teachers, the main challenges in immersion teaching they identify and the support they receive from their schools. The responses are discussed to identify areas of concern which may be future priorities for professional development.  相似文献   

A model of factors affecting independent learners’ engagement with feedback on language learning tasks     

María Fernández-Toro  Stella Hurd 《Distance Education》2014,35(1):106-125

In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it.  相似文献