Contributions from the Philosophy of Science to the Education of Science Teachers     

Vicente Mellado  Constantino Ruiz  María Luisa Bermejo  Roque Jiménez 《Science & Education》2006,15(5):419-445

One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers’ educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science – positivism, Popper’s principle of falsifiability, Lakatos’ scientific research programs, Laudan’s research traditions, Toulmin’s evolutionism, and Kuhn’s relativism. We conclude the article with the implications for science teacher education.  相似文献   

A heterotopology of the academy: mapping assemblages as possibilised heterotopias     

Jennifer Charteris  Marguerite Jones  Adele Nye  Vicente Reyes 《International journal of qualitative studies in education》2017,30(4):340-353

Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy. Academic subjectivities are produced and often constrained within powerful Higher Education discourses. Constructing an affective assemblage of becomings as a heterotopology, the authors deploy poststructural philosophy to re-story academic life experiences and conceptualise agency in the academy. Taking licence with the notion of academicity and heterotopia, the article describes how spaces in the measured university can be deterritorialised through generative lines of flight. An affective assemblage is presented that ruptures the discursive orientation of category boundary work where academics are constituted as ‘productive metric-minded knowledge workers’. The collective biography research approach facilitates a mapping of affective cartographies as a heterotopology and a critique of the discursive production of selves. The subjectivations of identity politics in matricised assemblages may be, even if momentarily, evaded, refused and agentically resisted.  相似文献   

Classification of chemical reactions: Stages of expertise     

Marilyne Stains  Vicente Talanquer 《科学教学研究杂志》2008,45(7):771-793

In this study we explore the strategies that undergraduate and graduate chemistry students use when engaged in classification tasks involving symbolic and microscopic (particulate) representations of different chemical reactions. We were specifically interested in characterizing the basic features to which students pay attention when classifying chemical reactions at the symbolic and microscopic levels. We identified the categories that students create when classifying chemical reactions, and compared the performance in simple classification tasks of students with different levels of preparation in the discipline. Our results suggest that advanced levels of expertise in chemical classification do not necessarily evolve in a linear and continuous way with academic training; a significant proportion of undergraduate students, regardless of their level of preparation in chemistry, based their classification schemes on the identification of surface features and failed to create chemically meaningful classes. Students' ability to identify chemically meaningful groups was strongly influenced by their recent learning experiences and their graduate work in chemistry. The level of expertise and the type of chemical representation influenced the number and types of categories created, the nature of the features used to build a class, and the role that these features played during the classification process. Although all of the participants in our study expressed similar levels of unfamiliarity with the microscopic images of chemical reactions, advanced students were more adept at using the available representational features to build chemical meaning. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 771–793, 2008  相似文献   

The effects of two different swimming training periodization on physiological parameters at various exercise intensities     

Vicente Javier Clemente-Suárez  Athanasios Dalamitros  João Ribeiro  Ana Sousa  Ricardo J. Fernandes  J. Paulo Vilas-Boas 《European Journal of Sport Science》2017,17(4):425-432

This study analysed the effects of two different periodization strategies on physiological parameters at various exercise intensities in competitive swimmers. Seventeen athletes of both sexes were divided to two groups, the traditional periodization (TPG, n?=?7) and the reverse periodization group (RPG, n?=?10). Each group followed a 10-week training period based on the two different periodization strategies. Before and after training, swimming velocity (SV), energy expenditure (EE), energy cost (EC) and percentage of aerobic (%Aer) and anaerobic (%An) energy contribution to the swimming intensities corresponding to the aerobic threshold (AerT), the anaerobic threshold (AnT) and the velocity at maximal oxygen uptake (vVO₂max) were measured. Both groups increased the %An at the AerT and AnT intensity (P?≤?.05). In contrast, at the AnT intensity, EE and EC were only increased in TPG. Complementary, %Aer, %An, EE and EC at vVO₂max did not alter in both groups (P?>?.05); no changes were observed in SV in TPG and RPG at all three intensities. These results indicate that both periodization schemes confer almost analogous adaptations in specific physiological parameters in competitive swimmers. However, given the large difference in the total training volume between the two groups, it is suggested that the implementation of the reverse periodization model is an effective and time-efficient strategy to improve performance mainly for swimming events where the AnT is an important performance indicator.  相似文献   

Postural control and physiological responses to a simulated match in U-20 judo competitors     

Luis Santos  Javier Fernández-Río  Eliseo Iglesias-Soler  Miguel Blanco-Traba  Markus Due Jakobsen  Vicente González-Díez 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(3):281-294

Abstract

The aim was to evaluate the effects of judo combat on the athletes’ postural control (PC) and physiological loading before, during and after a simulated match. Seventeen under-20 regional and national level athletes completed one modified 7-min match. At baseline, during the combat (3rd and 7th minutes) and 2-min post-match centre of pressure (CoP) parameters were assessed. Heart rate (HR), blood lactate (BLa) and rating of perceived exertion (RPE) and local RPE (LRPE) were collected. Significant increments were observed in CoP mean positioning and velocity at 3rd and 7th minutes, but the CoP deviation in both axes was unaffected. HR and BLa were elevated at 3rd and 7th minutes, and they remained elevated 2-min post-match. However, CoP returned to baseline 2-min post-match. RPE was elevated at 3rd and 7th minutes and the greatest effort was displayed in the Deltoid and Quadriceps. Thus, one simulated judo match stimulates a significant metabolic response and balance is degraded, with the greatest effects on the anterior–posterior axis and it recovers to baseline level after 2 min of passive rest. The physiological load cannot be regarded as a potential predictor variable of CoP. Overall, a judo match predominantly affects the upper body than the other body parts.  相似文献   

The construction of parents and teachers as agents for the improvement of municipal schools in Chile     

Carmen Montecinos  Vicente Sisto  Luis Ahumada 《比较教育学》2010,46(4):487-508

This article examines how teachers and parents in 10 municipal schools serving students growing up under conditions of social vulnerability represented themselves, and others, as valid agents for charting school improvement. In four schools parents and teachers saw each other as trustworthy and collaborating to provide an education that could transform students’ life chances. In the other six schools, social relations were marked by distrust, staff constructed students as lacking the resources necessary to benefit from a rigorous academic programme, and parents in leadership positions shared with teachers the belief that school failure could largely be attributed to uncommitted parents. These results suggest that the impact of quality assurance policies tends to be associated with the social capital of municipal schools, thus educational policy needs to consider developing and strengthening social capital within schools.  相似文献   

Black boxes in analytical chemistry： University students misconceptions of instrumental analysis     

Antonio Domenech Carbo  Jose Vicente Gimeno Adelantado Francisco Bosch Reig 《美中教育评论》2010,7(7):15-29

Misconceptions of chemistry and chemical engineering university students concerning instrumental analysis have been established from coordinated tests, tutorial interviews and laboratory lessons. Misconceptions can be divided into： （1） formal, involving specific concepts and formulations within the general frame of chemistry; （2） operational/topical, dealing with specific capabilities, problems and operations in chemistry; （3） methodological, associated to peculiar methods of analytical chemistry and data treatment; and （4） social, regarding the relation of analytical data with the social frame. Such misconceptions define a non-structured view of analytical methods, procedures and protocols related with analytical instrumentation. Instruments are frequently viewed as an autonomous, error-free black box providing non-structured data with no need of calibration or control, whereas weak relationships are established between data and aims along the analytical process.  相似文献   

The emotions in teaching and learning nature sciences and physics/chemistry in pre-service primary teachers     

Maria Brigido  M. Luisa Bermejo  M. Carmen Conde  Vicente Mellado 《美中教育评论》2010,(12):25-32

A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers.  相似文献   

A new approach to the metric of journals’ scientific prestige: The SJR indicator     

Borja González-Pereira  Vicente P. Guerrero-Bote  Félix Moya-Anegón 《Journal of Informetrics》2010,4(3):379-391

A size-independent indicator of journals’ scientific prestige, the SCImago Journal Rank (SJR) indicator, is proposed that ranks scholarly journals based on citation weighting schemes and eigenvector centrality. It is designed for use with complex and heterogeneous citation networks such as Scopus. Its computation method is described, and the results of its implementation on the Scopus 2007 dataset is compared with those of an ad hoc Journal Impact Factor, JIF(3y), both generally and within specific scientific areas. Both the SJR indicator and the JIF distributions were found to fit well to a logarithmic law. While the two metrics were strongly correlated, there were also major changes in rank. In addition, two general characteristics were observed. On the one hand, journals’ scientific influence or prestige as computed by the SJR indicator tended to be concentrated in fewer journals than the quantity of citation measured by JIF(3y). And on the other, the distance between the top-ranked journals and the rest tended to be greater in the SJR ranking than in that of the JIF(3y), while the separation between the middle and lower ranked journals tended to be smaller.  相似文献   

Attitudes of the Elderly Toward Information and Communications Technologies     

Antonio González  M. Paz Ramírez  Vicente Viadel 《Educational gerontology》2013,39(9):585-594

Learning and using new technologies by the older people is seen as a demand for their integration in society and as a factor related to active aging. The goal of this article is to understand the attitudes of the elderly towards information and communication technologies in the context of a training course about the utilization of a digital platform. It is the result of an empirical study with a sample of 240 older people registered in the course Tele-Services for the Elderly, that took place in the Centers for the Elderly in the province of Cuenca, Spain. Through a self-administered questionnaire, aspects related to social activity, knowledge and use of the computer and Internet, expectations on learning and use of computer technology, personal competence, and self-concept were evaluated. The results obtained showed relationships between implication in the activities, experience with computers, and belief in the usefulness of learning new technologies. The participants' involvement in the activities was related to greater contact with information and communication technologies (ICT), which, in turn, generated more positive attitudes toward its learning and utility as well as more self-confidence. The elderly said that they enrolled in different activities to learn and to keep their minds active, and they thought of training as a means of social participation and lifelong learning.  相似文献