Public Engagement with Science in Everyday Life: Perceptions of Wi-Fi Radiation Risks in Schools     

Dalyot  Keren  Sharon  Aviv J.  Orr  Daniela  Barel Ben-David  Yael  Baram-Tsabari  Ayelet 《Research in Science Education》2019,51(2):1035-1054

Wi-Fi radiation is a type of radio frequency electromagnetic radiation (RF-EMR) that refers to the transfer of energy by radio waves. Nowadays, exposure to RF radiation is widespread including wireless internet connection (Wi-Fi) routers and cell phones. The proliferation of devices emitting RF radiation has entailed some public and media-generated controversy, although scientific evidence has not pointed to the existence of risk. Using the theoretical perspectives of science literacy, public engagement with science, and science media literacy, this work examines public engagement with science-related media reports in a context involving risk. A qualitative design was followed to address multiple viewpoints including an analysis of an authentic primetime TV program concerning the risks of Wi-Fi, its messages, and frames, solicited a public response to the coverage via interviews and decision-making simulation (n = 20), and unsolicited public response based on social media discussions (n = 315 comments). Our findings suggest that a lack of relevant scientific knowledge does not seem to be related to participants’ general scientific literacy among people with higher education. Moreover, interviewees did not place much emphasis on having adequate knowledge in making their decision. These findings emphasize that we need to expand our understanding of the different ways that make scientific knowledge relevant when making decisions on scientific issues that relate directly to everyday life.

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Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials     

Durdane Bayram-Jacobs  Ineke Henze  Maria Evagorou  Yael Shwartz  Elin Leirvoll Aschim  Silvia Alcaraz-Dominguez  Mario Barajas  Etty Dagan 《科学教学研究杂志》2019,56(9):1207-1233

The purpose of this study is to provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK-before), (b) lesson reflection form (PCK-after), (c) lesson observation table (PCK-in-action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.  相似文献   

Action learning and critical thinking: a synthesis of two models     

Stephen M. Soffe  Michael J. Marquardt  Enoch Hale 《Action Learning: Research and Practice》2011,8(3):211-230

Recent scholarship and the news media have identified a lack of critical thinking and ethical behavior in the business world. These deficiencies have led to faulty decision-making, ineffective planning, and frequent organizational dysfunction. This situation has focused attention on both practitioners in the field of business and on the university programs that educate them. A number of upper-tier universities have begun to address these important issues by exploring ways of revising their Master of Business Administration programs to place greater emphasis on their graduates' ability to think critically and consider ethical implications before and after taking action. The authors propose a potential means of addressing these issues in both the business and academic environments through a synthesis of two well-established models based on the constructs of critical thinking and action learning. This synthesis has the potential to produce symbiotic and synergistic effects that may provide educators and practitioners with a new tool for encouraging critical thinking and ethical behavior. The implications for future research and practice are also discussed.  相似文献   

Post-trauma: healthcare practitioners use social media during times of political tension     

Ariela Popper-Giveon  Tamar Israeli  Yael Keshet 《Critical Studies in Media Communication》2019,36(2):184-199

The approach of context collapse and the notion of unintentional context collisions are of importance to scholars of social media. Israeli public hospitals are a particularly suitable venue for studying these topics, as they employ both Jewish and Arab practitioners, who care for both Jewish and Arab patients amid an ongoing violent conflict. In-depth interviews were conducted with 50 managers and healthcare practitioners (physicians and nurses), both Jewish and Arab, employed at 11 public hospitals in Israel. We found that despite hospitals managements’ instructions to avoid political discourse, it erupts nonetheless whenever the conflict escalates. Fearing damage to professional relations and care of patients, political discourse spills over into social media, where political opinions are expressed mostly by Arab practitioners and stereotypical attitudes against Arabs are expressed mostly by Jewish ones. Our study exemplifies the usefulness of the context collapse approach—and specifically unintentional context collisions—to work organizations and all the more so to healthcare organizations.  相似文献   

Prosodic reading,reading comprehension and morphological skills in Hebrew‐speaking fourth graders     

Dorit Ravid  Yael Epel Mashraki 《Journal of Research in Reading》2007,30(2):140-156

Employing prosody skilfully, one of the cornerstones of fluent reading, is an indicator of text comprehension. Morphological knowledge has been shown to underlie lexical acquisition and to be related to reading development. The relationship between reading comprehension, prosodic reading and morphological knowledge was investigated in 51 Hebrew‐speaking fourth‐grade students aged 9–10. Participants were tested on comprehension of two stories and on appropriate prosodic reading of one of them. Their prosodic reading was compared with an agreed prosodic map compiled from experts' reading. Participants were also administered a battery of morphological tasks. All three domains, including almost all of their component parts, were strongly correlated. The multiple regression in steps showed that morphology and reading comprehension each contribute to prosodic reading, while morphology and prosody each contribute to reading comprehension. The connection between reading comprehension and prosodic reading is however moderated by good morphological skills.  相似文献   

The performance of young deaf children in spatial and temporal number tasks   总被引：2，自引：0，他引：2  

Zarfaty Y  Nunes T  Bryant P 《Journal of deaf studies and deaf education》2004,9(3):315-326

Deaf children tend to fall behind in mathematics at school. This problem may be a direct result of particular experiences in the classroom; for example, deaf children may find it hard to follow teachers' presentations of basic, but nevertheless quite abstract, mathematical ideas. Another possibility is that the problem starts before school: They may either be worse than hearing children at early, nonlinguistic number representations, they may be behind in learning the culturally transmitted number string, or both. This may result in deaf children failing to develop informal problem-solving strategies, which prepare most children for the more formal learning of number and arithmetic that they will have to do at school. We compared 3- and 4-year-old deaf and hearing children's ability to remember and to reproduce the number of items in a set of objects. In one condition, we presented all the items together in a spatial array; in another, we presented them one at a time in a temporal sequence. Deaf children performed as well as the hearing children in the temporal tasks, but outperformed their hearing counterparts in the spatial task. These results suggest that preschool deaf children's number representation is at least as advanced as that of hearing children, and that they are actually better than hearing children at representing the number of objects in spatial arrays. We conclude that deaf children's difficulties with mathematical learning are not a consequence of a delay in number representation. We also conclude that deaf children should benefit from mathematical instruction that emphasizes spatial representation.  相似文献   

The shape assumed by a deformable body immersed in a moving fluid     

Enoch Karrer 《Journal of The Franklin Institute》1921,192(6):737-756

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The distribution of luminosity throughout a potential cycle in a neon glow discharge lamp     

Enoch Karrer  A. Poritsky 《Journal of The Franklin Institute》1924,198(1):93-97

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A thermoscope for liquid-air baths     

Enoch Karrer 《Journal of The Franklin Institute》1926,202(6):811-815

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High school students’ difficulties in understanding osmosis   总被引：1，自引：0，他引：1  

Yael Friedler  Ruth Amir  Pinchas Tamir 《International Journal of Science Education》2013,35(5):541-551

Preconceptions and misconceptions of 500 secondary students in years 9‐12 regarding osmosis were studied through the use of five different kinds of instruments: prior learning inventory, self‐report knowledge inventory, true/false test, definitions and clinical interviews. Some of the major findings were: (1) The most frequent explanation offered to osmosis is ‘a desire or drive towards equalizing concentrations’. (2) Hardly any student uses the concept ‘water concentration’. (3) Most students fail to realize that in dynamic equilibrium water molecules keep moving. (4) Students have special difficulty in understanding osmotic relations in plants. (5) Many students have difficulty in grasping solute‐solvent and concentration‐quantity relations. (6) Students often perform laboratory experiments without really understanding the underlying principles. Practical and theoretical implications are discussed.  相似文献