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Fang-Ying Yang Kaushal Kumar Bhagat Chia-Hui Cheng 《International Journal of Science Education》2019,41(10):1347-1365
The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences. 相似文献
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Amartya Kumar Dutta 《Resonance》2004,9(1):61-63
Inadvertently, an earlier draft of this article got printed in the November 2003 issue and, since the new draft clarified
some of the points, the section ‘Brahmagupta’s lemma and modern algebra’ of the final draft and a few small remarks are being
reprinted for the reader’s convenience. The error is regretted. 相似文献
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Using unique panel data from Young Lives study conducted in undivided Andhra Pradesh, India, this mixed-method paper analyses gender differentials in completion of secondary education. Results show biased secondary school completion rates in favor of boys. Probit regression results highlight certain variables such as mothers’ education, wealth, high self-efficacy, early reading skills, lower birth order, and not engaging in more than two hours of domestic work and paid work at age 12, as positively associated with educational outcomes for girls. Decomposition analysis highlights that engaging in domestic chores at age 12 is the most contributory factor (36%) for the persisting gender gap. The other unexplained contributory factors may well be existing discriminatory social norms and son preference, which is captured by the qualitative case studies. The findings suggest that unless we are able to address persisting gender norms, universalizing secondary education with gender equity, will remain a distant dream. 相似文献
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R N Mukherjee 《Resonance》1996,1(4):58-60
A dinuclear copper (II) complex is a synthetic catalyst for modelling enzymatic cleavage of RNA 相似文献
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