Reasoning about Representations: Effects of an Early Math Intervention     

Görel Sterner  Ulrika Wolff  Ola Helenius 《Scandinavian Journal of Educational Research》2020,64(5):782-800

ABSTRACT

The outcomes of a longitudinal randomized number sense intervention including pre-, post- and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational-Abstract principles, a structured explicit 10-week program focusing on numbers and collective reasoning about representations was conducted by the classroom teachers. In addition to their regular mathematics teaching, a trained control group received an equally structured and explicit intervention program but without the critical mathematics component. The children in the experimental group outperformed the children in the control group on number sense growth between the pre- and the post-test. There was also a sustained effect of the intervention nine months later when children were assessed in Grade 1.  相似文献   

Naturalistic Language Recordings Reveal “Hypervocal” Infants at High Familial Risk for Autism          下载免费PDF全文

Meghan R. Swanson  Mark D. Shen  Jason J. Wolff  Brian Boyd  Mark Clements  James Rehg  Jed T. Elison  Sarah Paterson  Julia Parish‐Morris  J. Chad Chappell  Heather C. Hazlett  Robert W. Emerson  Kelly Botteron  Juhi Pandey  Robert T. Schultz  Stephen R. Dager  Lonnie Zwaigenbaum  Annette M. Estes  Joseph Piven  the IBIS Network 《Child development》2018,89(2):e60-e73

Children's early language environments are related to later development. Little is known about this association in siblings of children with autism spectrum disorder (ASD), who often experience language delays or have ASD. Fifty‐nine 9‐month‐old infants at high or low familial risk for ASD contributed full‐day in‐home language recordings. High‐risk infants produced more vocalizations than low‐risk peers; conversational turns and adult words did not differ by group. Vocalization differences were driven by a subgroup of “hypervocal” infants. Despite more vocalizations overall, these infants engaged in less social babbling during a standardized clinic assessment, and they experienced fewer conversational turns relative to their rate of vocalizations. Two ways in which these individual and environmental differences may relate to subsequent development are discussed.  相似文献   

Prevalence,function, and structure of photographs in high school biology textbooks   总被引：1，自引：0，他引：1  

Lilian Leivas Pozzer  Wolff‐Michael Roth 《科学教学研究杂志》2003,40(10):1089-1114

Photographs are a major aspect of high school science textbooks, which dominate classroom approaches to teaching and learning. It is thus surprising that the function of photographs and their relation to captions and texts have not been the topic of analysis. The purpose of this study was to investigate the prevalence, function, and structure of photographs in high school science. Our motivating research question was, “What can students learn from textbooks when they study photographs?” To answer this and several subordinate questions, we selected and analyzed four Brazilian biology textbooks. We focus on the use of photographs and the relation among them, various types of texts, and the subject matter presented. Our analysis reveals that the structural elements of text, caption, and photographs and the relations among them differ across the textbooks and at times even within the same book. This, of course, will influence readers' interpretations of the photographs changing their role in the text. The results of our study have implications for textbook authors and textbook readers. We suggest that future studies may focus on students' and teachers' interpretation of photographs in real time. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1089–1114, 2003  相似文献   

Preface     

Eli A. Wolff  Mary A. Hums 《Sport in Society》2018,21(1):1-3

  相似文献   

Differences in graph‐related practices between high school biology textbooks and scientific ecology journals     

Wolff‐Michael Roth  G. Michael Bowen  Michelle K. McGinn 《科学教学研究杂志》1999,36(9):977-1019

  相似文献   

Artificial Neural Networks for Modeling Knowing and Learning in Science     

Wolff‐Michael Roth 《科学教学研究杂志》2000,37(1):63-80

Recent neurobiological evidence suggests that environmentally derived activity plays a central role in regulating neuronal growth and neuronal connectivity. Artificial neural networks with distributed representations display many features of knowing and learning that are known from biological intelligence. In this article, I advocate artificial neural networks as models for cognition and development. These models and how they work are exemplified in the context of a well‐known Piagetian developmental task and school science activity: balance beam problems. I conclude that artificial neural networks, because of their profoundly interactivist nature, are ideal tools for modeling cognitive development and learning in science. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 63–80, 2000  相似文献   

Effects of Toys on the Play Quality of Preschool Children: Influence of Gender,Ethnicity, and Socioeconomic Status     

Jeffrey Trawick-Smith  Jennifer Wolff  Marley Koschel  Jamie Vallarelli 《Early Childhood Education Journal》2015,43(4):249-256

  相似文献   

Evaluating information prescriptions in two clinical environments     

Kathleen Burr Oliver  Harold P Lehmann  Antonio C Wolff  Laurie W Davidson  Pamela K Donohue  Maureen M Gilmore  Catherine K. Craven  Nancy K Roderer 《Journal of the Medical Library Association》2011,99(3):237-246

  相似文献   

Toward a dialectical notion and praxis of scientific literacy     

Wolff‐Michael Roth 《课程研究杂志》2013,45(4):377-398

Received conceptualizations of scientific literacy are grounded in (1) the notions of ‘knowledge’, ‘concepts’, and ‘skills’ that science students have to ‘acquire’, ‘appropriate’, or ‘construct’ or (2) the notion of ‘practices’ to which they have to be ‘enculturated’ so that they become part of a ‘community of practice’. All such notions articulate scientific literacy in a static form, which does not correspond to the dynamic nature of the literacies that can be observed in society. This study proposes a dialectical notion of scientific literacy, which makes thematic its nature as a situated, distributed, collective, emergent, indeterminate, and contingent process. It articulates the idea that knowing a (scientific) language is indistinguishable from knowing one's way around the world. As a consequence, the goal of science education can no longer be to make individual students exhibit particular forms of knowledge but to provide them with contexts in which it is more important to deal with, select, and negotiate different forms of expertise and knowledgeability. This leads one to think of science education as but a part of a democratic liberal education that allows students to become competent to participate in any conversation that includes others with different forms and levels of expertise than their own.  相似文献   

Learning to teach STEM disciplines in higher education: a critical review of the literature     

Christine Winberg  Hanelie Adendorff  Vivienne Bozalek  Honjiswa Conana  Nicola Pallitt  Karin Wolff 《Teaching in Higher Education》2013,18(8):930-947

ABSTRACT

Enrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach.  相似文献