Interaction between examination type,anxiety state,and academic achievement in college science; an action-oriented research     

Uri Zoller  David Ben-Chaim 《科学教学研究杂志》1989,26(1):65-77

The trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration—within the various science courses—of several traditional and nontraditional types of examinations and the assessment of students' state anxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that

• (a) Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and “remembering,” that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., “take-home”–type examinations).
• (b) Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.
• (c) The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.
• (d) Although teachers are aware of the student preferences, they persist in giving their students their own “pet”-type examinations.

These results are discussed in terms of the implications for upgrading both science education and college student testing and assessment mechanisms.  相似文献   

Modeling and Measuring High School Students’ Computational Thinking Practices in Science     

Arastoopour Irgens  Golnaz  Dabholkar  Sugat  Bain  Connor  Woods  Philip  Hall  Kevin  Swanson  Hillary  Horn  Michael  Wilensky  Uri 《Journal of Science Education and Technology》2020,29(1):137-161

Journal of Science Education and Technology - Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still...  相似文献   

IT in higher education: why is it so hard and why there is still hope after all?     

Uri Leron  & Orit Hazzan 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(3):243-245

  相似文献   

Stories of Smartness and Whiteness in School Pictures and Yearbooks     

Eric Ruiz Bybee 《Equity & Excellence in Education》2016,49(2):143-156

This article explores the way that discourses of smartness and whiteness are produced and reproduced in schooling. Using an approach grounded in narrative research, I explore the convergences and contradictions between my own educational autobiography and the representations of schooling found in my school pictures and yearbooks. In my analysis, I argue that white supremacy played an important role in the construction of my own story of smartness throughout my primary and secondary schooling experiences. I also argue that yearbooks form powerful “artifacts of smartness” (Hatt, 2011 Hatt, B. (2011). Smartness as a cultural practice in schools. American Educational Research Journal, 49(3), 438–460. doi: 10.3102/0002831211415661[Crossref] , [Google Scholar], p. 448) that can be used to interpret and interrogate personal experiences as well as larger societal discourses of smartness and whiteness in schooling.  相似文献   

Designing Educational Video Games to Be Objects-to-Think-With     

Nathan Holbert  Uri Wilensky 《学习科学杂志》2019,28(1):32-72

In this article we propose that educational game design should work to create games as objects-to-think-with—games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can use for inquiry and productive thinking. As a step toward achieving this goal, we propose the constructible authentic representations design principle and illustrate this principle using a prototype game, Particles!, for exploring the particulate nature of matter. Observations of game play and interviews with 9 children ages 11–14 suggest that core game representations and mechanics provided players with a space for engaging in useful scientific practices and knowledge resources for reasoning about the important role molecular structure plays in material properties beyond the game. We explore how this design proposal extends and complements existing constructivist game design frameworks. Furthermore, we suggest that the framework of games as objects-to-think-with should push the educational game design community to consider the complexity and nuance of cognition and to embrace and champion the learner in game design.  相似文献   

Attention and memory for faces and actions in infancy: the salience of actions over faces in dynamic events     

Bahrick LE  Gogate LJ  Ruiz I 《Child development》2002,73(6):1629-1643

Discrimination and memory for video films of women performing different activities was investigated in 5.5 month-old infants. In Experiment 1, infants (N = 24) were familiarized to the faces of one of three women performing one of three repetitive activities (blowing bubbles, brushing hair, and brushing teeth). Overall, results indicated discrimination and memory for the actions but not the faces after both a 1-min and a 7-week delay. Memory was demonstrated by a visual preference for the novel actions after the 1-min delay and for the familiar actions after the 7-week delay, replicating prior findings that preferences shift as a function of retention time. Experiment 2 (N = 12) demonstrated discrimination and memory for the faces when infants were presented in static poses at the 1-min delay, but not the 7-week delay. In Experiment 3 (N = 18), discrimination of the actions was replicated, but no discrimination among the objects embedded in the actions (hairbrush, bubble wand, toothbrush) was found. These findings demonstrate the attentional salience of actions over faces in dynamic events to 5.5 month-olds. They highlight the disparity between results generated from moving versus static displays in infancy research and emphasize the importance of using dynamic events as a basis for generalizing about perception and memory for events in the real world.  相似文献   

Seasonal variation in physical activity and sedentary time in different European regions. The HELENA study     

Luis Gracia-Marco  Francisco B. Ortega  Jonatan R. Ruiz  Craig A. Williams  Maria HagstrÖmer  Yannis Manios 《Journal of sports sciences》2013,31(16):1831-1840

Abstract

This report aims (1) to examine the association between seasonality and physical activity (PA) and sedentary time in European adolescents and (2) to investigate whether this association was influenced by geographical location (Central-North versus South of Europe), which implies more or less extreme weather and daylight hours. Valid data on PA, sedentary time and seasonality were obtained in 2173 adolescents (1175 females; 12.5–17.5 years) included in this study. Physical activity and sedentary time were measured by accelerometers. ANCOVA was conducted to analyse the differences in PA and sedentary time across seasons. Results showed that girls had lower levels of moderate to vigorous PA (MVPA) and average PA, and spent more time in sedentary activities in winter compared with spring (all P < 0.05). Stratified analyses showed differences in PA and sedentary time between winter and spring in European girls from Central-North of Europe (P < 0.05 for sedentary time). There were no differences between PA and sedentary time across seasonality in boys. In conclusion, winter is related with less time spent in MVPA, lower average PA and higher time spent in sedentary activities in European adolescent girls, compared with spring. These differences seem to mainly occur in Central-North Europe.  相似文献   

Body fat measurement in elite sport climbers: Comparison of skinfold thickness equations with dual energy X-ray absorptiometry     

Vanesa España Romero  Jonatan R. Ruiz  Francisco B. Ortega  Enrique G. Artero  Germán Vicente-Rodríguez  Luis A. Moreno 《Journal of sports sciences》2013,31(5):469-477

Abstract

The aim of this study was to compare equations for estimating percentage body fat from skinfold thickness in elite sport climbers by assessing their agreement with percentage body fat measured using dual-energy X-ray absorptiometry (DXA). Skinfold thickness was measured in a convenience sample of 19 elite sport climbers [9 women and 10 men; mean age 31.2 years (s = 5.0) and 28.6 years (s = 3.6), respectively]. Percentage body fat was estimated using 17 different equations, and it was also measured by DXA. A significant inter-methods difference was observed for all equations, except for Durnin's equation in men (inter-methods difference: ?0.57% and ?0.29%; 1.96 s: 5.56 and 5.23 for Siri's and Brozek's equation, respectively) and women (inter-methods difference: ?0.67% and ?1.29% for Siri's and Brozek's equation, respectively), and for Wilmore's equation using Siri's body fat equation in women (inter-methods difference: ?1.86%). In women, the limits of agreement were lower when using Durnin's equation compared with Wilmore's equation (1.96 s: 3.86% and 5.13%, respectively). In conclusion, of the 17 studied equations, Durnin's equation was the most accurate in estimating percentage body fat in both male and female elite climbers. Therefore, Durnin's equation could be used to assess percentage body fat in elite sport climbers if more accurate methods are not available. The generalizability of the results is limited by the fact that the sample was not selected at random.  相似文献   

Strategies for environmental education within contemporary science education     

Uri Zoller 《International Journal of Science Education》2013,35(4):361-368

Most of secondary school science curricula discriminate neatly between two types of activity: knowing the world, on the one hand, and reflecting upon this knowledge, on the other. Moreover, this knowledge is usually based on an empiricist epistemology. The conceptual structure of a part of a typical secondary school physics curriculum is analysed from this point of view. This epistemological rationale causes difficulties in the understanding of scientific concepts which are predictable from the standpoint of the assimilation theory of Ausubel (1978). The difficulties are a consequence of the arbitrariness and lack of intelligibility of the concepts and problems presented to the student. Finally, a different epistemological rationale is proposed: that provided by genetic epistemology.  相似文献   

From assumption of knowledge to knowledgeable considerations: a class activity on ‘ionizing radiation and its biological effects’     

Miky Ronen  Uri Ganiel 《International Journal of Science Education》2013,35(5):523-529

A class activity developed as a framework for the introduction of the topic of ‘Ionizing radiation and its biological effects’ is described. A central component of the activity is a game in which students compare their own estimations of exposure levels in different situations, prior to and after the study. It was found that both students and their teachers had similar and mostly wrong, preconceptions. This activity is aimed at encouraging students to adopt an informed approach whenever dealing with issues of scientific content.  相似文献