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41.
In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students’ self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life—all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation. 相似文献
42.
Tal Gilead 《牛津教育评论》2013,39(3):404-420
The practice of assigning a lesser value to benefits the further they are into the future, or, in economic terms, discounting, has long played a significant role in shaping public policy. Recently, due to the growing influence of economic modes of thinking on the educational realm, the concept of discounting is also starting to have an influence on the way in which the future is dealt with in educational policymaking. While in other fields, such as health and environmental protection, much has been written about discounting and its far-reaching policy implications, little attention has been given to the subject in the educational domain. The purpose of this article is to discuss critically the role that discounting should play in the educational realm. The article provides a normative stance on the issue by examining the various justifications for discounting and assessing them in light of education’s special characteristics. It concludes that in education we should not rely on a single discount rate, and that certain educational benefits should either not be discounted at all or discounted using a very low rate. 相似文献
43.
This study investigated mathematics teachers' professional knowledge among elementary school teachers exposed to a professional training program that either supported self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was based on the IMPROVE metacognitive self-questioning method that directs students' attention to understanding when, why, and how to solve problems (Kramarski and Mevarech, Am Educ Res J 40:281–310, 2003). Sixty-four Israeli elementary teachers participated in a month-long professional development program to enhance mathematical and pedagogical knowledge. The course was part of a 3-year professional development program sponsored by the Israeli Ministry of Education. This mixed-method study included quantitative assessments of teachers' professional knowledge in mathematical problem solving for an authentic task based on Program for International Student Assessment's framework (Program for International Student Assessment, 2003) and in lesson planning, as well as qualitative interviews and videotaped observations of two teachers. Results indicated that teachers in the SRL program outperformed those in the no-SRL program on various problem solving skills (e.g., reflection and conceptual mathematical explanations) and lesson planning (e.g., task demands and teaching approach). Videotaped observations of actual teaching indicated that the SRL-trained teacher demonstrated more teaching practices that aimed to promote students' understanding and better supported students' regulation of their own learning, compared to the no-SRL-trained teacher. We discuss educational and practical implications. 相似文献
44.
Students with learning disabilities in higher education: academic strategies profile 总被引：6，自引：0，他引：6
This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concerned about lack of time. They experienced stress, were nervous, and felt more frustrated, helpless, or uncertain during examinations than students without LD. The implications for college students with LD are discussed. 相似文献
45.
Neta Shaby Orit Ben-Zvi Assaraf Tali Tal 《Journal of Science Education and Technology》2017,26(3):253-268
This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors’ learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors’ interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10–12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors’ interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups. 相似文献
46.
This article describes a 3‐year study of school visits to four natural history museums and addresses the research agenda with regard to out‐of‐school learning. More specifically, the findings focus on the process of learning in museums. Comprehensive data collection allowed for an analysis of patterns of guided visits, the way the scientific content was conveyed to students, and the extent and types of social interactions thus enabled. Observations of 42 guided visits (grades 3–11) indicates that the main visitation pattern consisted of guide‐centered and task‐oriented activity. Analysis of questions asked by museum guides reveals that most of these questions required mainly lower‐order thinking skills. A common questioning pattern was to ask rhetorical questions as a means of carrying on the lecture. Detailed analysis of the scientific vocabulary used by the guides indicates that they used much scientific jargon, with limited explanation. There was only limited social mediation provided by teachers and museum guides. A minority of teachers were involved in the activities or in helping the guide to clarify or in helping the students to understand the explanations. The overall data indicate limited opportunities for meaningful learning, suggesting that the museums should shift from the traditional knowledge‐transmission model of teaching to a more socioculturally contextualized model. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 747–769, 2007 相似文献
47.
This paper examines the ability of national companies to sponsor global media content in order to advance the sponsoring countries’ narratives. Specifically, the analysis examines Sky News’ coverage of Qatar, which has sponsored Sky News’ weather reports for more than a decade via its national airline Qatar Airways. The article examines how Sky News presented allegations that Qatar sponsors terror organizations, as well as allegations that Qatar bribed the Fédération Internationale de Football Association (FIFA) to win the 2022 World Cup bid. To put the analysis in perspective, the study compares Sky News’ coverage of Qatari affairs with that of CNN International and Independent Television (ITV). The analysis revealed that Sky News covered Qatari affairs at large in the most positive tone of all three networks examined and its specific coverage of Qatari terror-related affairs was also significantly more positive than the other networks’. Sky News’ output advanced Qatar’s desired image as an intermediary force in the Middle East much more than the other stations’. In contrast, Sky News was more critical than the other stations toward Qatar regarding the FIFA bribery allegations. The study offers a unique perspective regarding the potency and boundaries of commercial sponsorship of content on global media to advance the sponsoring country’s image. 相似文献
48.
Reuven Babai Tali Brecher Ruth Stavy Dina Tirosh 《International Journal of Science and Mathematics Education》2006,4(4):627-639
One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counter-intuitive among high-school students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counter-intuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counter-intuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules. 相似文献
49.
Ivete Teresinha Graebner Elizabeth Maria Talá de Souza 《International Journal of Science Education》2013,35(6):809-827
This study deals with the development of a graphic representation tool as a way to support educational planning in an elementary school in the rural area of Brasilia (Brazil’s capital), aiming at the implementation of an integrated action‐research project focusing on hunger and nutrition. The graphic tool made it possible to promote dialogical–reflexive interactions among school teachers as to the identification of competencies and skills in elementary education curriculum and generating apprenticeship themes, scientific concepts, and educational activities. It also constitutes a useful tool for the teaching staff to realize the interdependences among the many school subjects, and to understand their practices, thus leading to self‐evaluation with greater awareness for potential for transformation. 相似文献
50.