Dialogical argumentation in elementary science classrooms     

Mijung Kim  Wolff-Michael Roth 《Cultural Studies of Science Education》2018,13(4):1061-1085

To understand students’ argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children’s reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K–3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students’ argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children’s argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students’ capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children’s favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher’s role provide further insights about discussions on pedagogical approaches to children’s reasoning and argumentation.  相似文献   

Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research     

Kim AH  Vaughn S  Wanzek J  Wei S 《Journal of learning disabilities》2004,37(2):105-118

Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.  相似文献   

Confidence Intervals for Weighted Composite Scores Under the Compound Binomial Error Model          下载免费PDF全文

Kyung Yong Kim  Won‐Chan Lee 《Journal of Educational Measurement》2018,55(1):152-172

Reporting confidence intervals with test scores helps test users make important decisions about examinees by providing information about the precision of test scores. Although a variety of estimation procedures based on the binomial error model are available for computing intervals for test scores, these procedures assume that items are randomly drawn from a undifferentiated universe of items, and therefore might not be suitable for tests developed according to a table of specifications. To address this issue, four interval estimation procedures that use category subscores for the computation of confidence intervals are presented in this article. All four estimation procedures assume that subscores instead of test scores follow a binomial distribution (i.e., compound binomial error model). The relative performance of the four compound binomial–based interval estimation procedures is compared to each other and to the better known normal approximation and Wilson score procedures based on the binomial error model.  相似文献   

Writing Self-Efficacy in Young Children: Issues for the Early Grades Environment     

Jin-Ah?Kim  Anthony?W.?LorsbachEmail author 《Learning Environments Research》2005,8(2):157-175

The intent of this study was to examine young children’s perceptions of writing self-efficacy (Grades K–1). Most research studies find a significant relationship between self-efficacy and achievement in older students (Grades 4–16). Research has also shown that children are affected by personal perceived self-efficacy. Therefore, self-efficacy can affect young learners as well. There are few self-efficacy studies among young learners, especially kindergarten and first grade. This study was conducted to determine if young learners could describe their writing self-efficacy and, if so, how student perceptions compare to teachers’ and researchers’ perceptions.The data showed that participating students from kindergarten and first grade could describe their writing self-efficacy. Several characteristics of children with high and low writing self-efficacy are discussed. Comparisons between teachers’, researchers’, and children’s perceptions of writing self-efficacy showed consistency with 14 of the 18 student participants.  相似文献   

Detection of Differential Item Functioning in Multiple Groups     

Seock-Ho Kim  Allan S. Cohen  Tae-Hak Park 《Journal of Educational Measurement》1995,32(3):261-276

Detection of differential item functioning (DIF) is most often done between two groups of examinees under item response theory. It is sometimes important, however, to determine whether DIF is present in more than two groups. In this article we present a method for detection of DIF in multiple groups. The method is closely related to Lard's chi-square for comparing vectors of item parameters estimated in two groups. An example using real data is provided.  相似文献   

Pre-service teachers’ conceptions of effective teacher talk: their critical reflections on a sample teacher-student dialogue     

Ji-Eun Lee  Kyoung-Tae Kim 《Educational Studies in Mathematics》2016,93(3):363-381

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The Challenges and Possibilities of Social Work with Indigenous Families     

Kim Markie-Frost 《International Journal of Disability, Development & Education》2016,63(1):140-144

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Changing beginning teachers’ content knowledge and its effects on student learning     

Oleg A. Sinelnikov  Insook Kim  Phillip Ward  Mathew Curtner-Smith  Weidong Li 《Physical Education & Sport Pedagogy》2016,21(4):425-440

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Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis*     

Kim Chwee Daniel Tan  Ngoh Khang Goh  Lian Sai Chia  David F. Treagust 《科学教学研究杂志》2002,39(4):283-301

This article describes the development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. The development of the diagnostic instrument was guided by the framework outlined by Treagust. The instrument was administered to 915 Grade 10 students (15 to 17 years old) from 11 schools after they had learned the theory involved in qualitative analysis and after a series of qualitative analysis practical sessions. The Cronbach alpha reliability of the instrument was .68, the facility indices ranged from .17 to .48, and the discrimination indices ranged from .20 to .53. The study showed that the Grade 10 students had difficulty understanding the reactions involved in the identification of cations and anions, for example, double decomposition reactions, the formation and reaction of complex salts, and thermal decomposition. The findings of the study and literature on practical work were used to develop a qualitative analysis teaching package. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 283–301, 2002  相似文献   

Abstract     

Melanie Killen  Jennie Lee–Kim  Heidi McGlothlin  & Charles Stangor 《Monographs of the Society for Research in Child Development》2002,67(4):vii-vii

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