A Role for Epistemic Insight in Attitude and Belief Change? Lessons from a Cross-curricular Course on Evolution and Creation     

Christiane Konnemann  Christian Höger  Roman Asshoff  Marcus Hammann  Werner Rieß 《Research in Science Education》2018,48(6):1187-1204

This paper presents findings from a quasi-experimental study evaluating future teachers’ attitudes and beliefs in response to a cross-curricular university course on evolution and creation bridging biological and Christian theological perspectives. Based on previous findings, we hypothesized that a course providing learning opportunities for epistemic insight within this multidisciplinary arena might have effects on attitudes and beliefs relevant to the field. Hence, the main research question was the following: To what extent do student teachers’ attitudes and beliefs change by attending a cross-curricular course on evolution and creation intended to develop student teachers’ epistemic insight into the nature of science and into the relationship between science and theology? The answer from this quasi-experimental evaluation study (pre–post-design; test group n =?26, control group n =?24) is as follows: It depends upon the variable investigated! Pre–post-analysis using a repeated measures ANOVA revealed that the cross-curricular course integrating epistemic insight induced changes in creationist beliefs, in students’ perception of conflict, and in acceptance of evolution. In contrast, there was no effect on attitudes toward evolutionary theory, on attitudes toward the Biblical accounts of creation, or on scientistic beliefs. However, when student responses were analyzed individually, case-based evidence for belief change in students with scientistic positions emerged. Among the reasons for those different effects, we discuss conceptual differences between attitude and acceptance, features of the student teacher sample, and the particular content of the course explicitly addressing creationism but not scientism. In conclusion, the paper corroborates the role of epistemic insight in the multidisciplinary field of evolution and creation and provides initial evidence that epistemic insight possesses a particular potential concerning positions at both ends of the spectrum.  相似文献   

Implicit Theories of Creativity: the conceptions of politicians,scientists, artists and school teachers     

Christiane Spiel  Caroline von Korff 《High Ability Studies》1998,9(1):43-58

While a high number of studies have focused on the nature of creativity and on approaches to identify and to promote creativity there is a lack of studies analysing people's implicit theories of creativity. The present study investigates implicit theories of individuals who are assumed to influence other's views on creativity. We collected data from politicians, scientists, artists and school teachers. Subjects were asked to write down what they spontaneously associate to the term “creativity”. Answers were analysed using quantitative and qualitative content analysis. Out of the 560 subjects asked, only 145 participated in the study. Answers were compared with regard to profession, gender, and country (Austria versus Germany). In general, results show extremely high answer variability. Differences in the number of associations produced and the most frequent words associated with creativity are higher across profession groups than between females and males and between respondents from Austria and from Germany. Artists seem to form an outstanding group. They show the highest participation rate of all subgroups, produced the highest number of associations, comprised the highest rate of subjects expressing ego‐involvement in their answers, and used the widest‐ranging approaches to creativity.  相似文献   

Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities     

Barbara Gasteiger-Klicpera  Christian Klicpera  Markus Gebhardt  Susanne Schwab 《International Journal of Inclusive Education》2013,17(7):663-681

In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social experiences and satisfaction with the special education curriculum depend on these two factors. All in all, many parents of children in inclusive classes were satisfied with their children's schooling than those of children in special schools. The analysis of the causes for discontent showed that dissatisfied parents had chosen the type of school under less favourable conditions and a larger part of them are still not convinced of this necessity of additional help. This applied to parents of pupils in inclusive classes as well as to those of pupils in special schools. Furthermore, parents of children with German as a second language showed a higher degree of discontent than others.  相似文献   

Attention Switching and Multimedia Learning: The Impact of Executive Resources on the Integrative Comprehension of Texts and Pictures     

Christiane Baadte  Thorsten Rasch  Helena Honstein 《Scandinavian Journal of Educational Research》2013,57(4):478-498

The ability to flexibly allocate attention to goal-relevant information is pivotal for the completion of high-level cognitive processes. For instance, in comprehending illustrated texts, the reader permanently has to switch the attentional focus between the text and the corresponding picture in order to extract relevant information from both sources. Thus, the hypothesis was tested that individuals with a lower switching capacity exhibit a decreased performance in tasks that require the flexible switch of attention between two external representations. Participants read an illustrated text and answered questions that either required the extraction of information from the text alone or from the text and the corresponding illustration. In addition, a switching task was accomplished. Results indicate that a lower switching capacity resulted in a poorer performance in those tasks that required the extraction of relevant information from two sources.  相似文献   

Designing Authentic Learning Environments in Chemistry Lessons: Paving the Way in Pre-Service Teacher Education     

Andrea Schumacher  Christiane S. Reiners 《Science & Education》2013,22(9):2173-2191

Authenticity has recently become a popular term in science education. A study focusing on authenticity in the sense of making chemistry lessons better resemble chemistry practice is carried out at the University of Cologne in the Institute of Chemical Education, where prospective chemistry teachers are trained. In the long run an innovative module shall be developed, which challenges teacher students’ pre-conceptions about characteristics of chemistry practice and supports them in translating their conceptions into authentic learning environments. This paper presents the first part of the project in which course elements to stimulate reflection on students’ attitudes were evaluated. Moreover the students were given an opportunity for teacher students to create a practical activity for pupils in order to detect aspects in which the students need more support, for example possible ways for this transformation or more experience with inquiry-based learning.  相似文献   

Classroom effects are as large as grade-level effects on curriculum-based measurement maze reading scores of secondary school students with and without special educational needs     

Jana Jungjohann  Michael Schurig  Markus Gebhardt 《Journal of Research in Reading》2023,46(4):411-429

Background

Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making.

Methods

We examined a sample of 1066 secondary school students using four linear mixed-effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?

Results

The intra-class correlation (ICC) results show that the influence by the context-related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal R² = .114).

Conclusions

Maze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom-related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach.  相似文献   

Book reviews     

John Klapp  Cindy A. Strickland  Patricia A. Haensly  Jess Hoffmann  Christiane Kendrick 《Roeper Review》2013,35(1):47-50

Streznewski, M. K. (1999). Gifted grownups: The mixed blessings of extraordinary potential . New York: John Wiley & Sons (292 pp., $24.95 hb, ISBN‐0–471–29580–9).

Johnson, N.G., Roberts, M.C., & Worell, J., Eds.(1999). Beyond appearance: A new look at adolescent girls . Washington, DC: American Psychological Association (464 pp., ISBN‐1–55798–582–0).

Smutny, J.F. (1998). The young gifted child: Potential and promise, an anthology . Cresskill, NJ: Hampton Press, Inc. (582 pp. $35.00, paperback, ISBN 1–57273–108–7).

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Green‐berg, M. T., Haynes, N. M., Kessler, R., Schwab‐Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning . Alexandria, VA: Association for Supervision and Curriculum Development. (164 pp., $22.95 pb, ISBN‐0–87120–288–3).

Friedman, R. C., & Rogers, K. B. (Eds.). (1998). Talent in context: Historical and social perspectives on giftedness . Washington, DC: American Psychological Association (218 pp., $29.95 Hardback, ISBN 1–55798–493).  相似文献   

Evaluations and the Forgetfulness of Pedagogical Relations: Remarks on Educational Authority     

Christiane Thompson 《Educational theory》2013,63(3):283-298

In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson to rethink the significance of pedagogical relations in the second part of the essay. Referring to the notion of “educational authority” and Foucault's framework of power, Thompson argues that education is about the continuous re‐institution of pedagogical relation to the other. In the final section, Thompson reflects upon the professor's “authority” in terms of constituting a “community of inquiry”: specifically, the seminar is interpreted as a pedagogical setting that implies a different “being‐with” than SET suggests. She concludes by considering what possibilities and limitations the seminar setting offers and how we can discuss this issue (by means of evaluative practice).  相似文献   

El psicopedagogo como observador: por qué y como     

Christiane Gillieron 《Infancia y Aprendizaje》2013,36(9):7-21

RESUMEN

En este artículo, Gillieron plantea dos importantes y actuales problemas de la investigación psicopedagógica.

En primer lugar, se aborda el tema de la definición del término psicopedagogía y sus relaciones con otras ciencias. Asimismo, se estudia cuál debe ser el objeto de estudio y las funciones del psicopedagogo, partiendo de una revisión crítica de las investigaciones en psicopedagogía tradicionales, proponiendo una alternativa a esta situación.

En segundo lugar, se valoran los métodos de experimentación y observación, y se hace especial hincapié en la importancia de la observación en la investigación psicopedagógica, señalando distintos niveles en que se puede llevar a cabo.  相似文献   

Cold-water immersion alters muscle recruitment and balance of basketball players during vertical jump landing     

Christiane de Souza Guerino Macedo  Rafael Chagas Vicente  Mauricio Donini Cesário 《Journal of sports sciences》2016,34(4):348-357

The purpose of this study was to evaluate the effects of cold-water immersion on the electromyographic (EMG) response of the lower limb and balance during unipodal jump landing. The evaluation comprised 40 individuals (20 basketball players and 20 non-athletes). The EMG response in the lateral gastrocnemius, tibialis anterior, fibular longus, rectus femoris, hamstring and gluteus medius; amplitude and mean speed of the centre of pressure, flight time and ground reaction force (GRF) were analysed. All volunteers remained for 20 min with their ankle immersed in cold-water, and were re-evaluated immediately post and after 10, 20 and 30 min of reheating. The Shapiro–Wilk test, Friedman test and Dunn’s post test (P < 0.05) were used. The EMG response values decreased for the lateral gastrocnemius, tibialis anterior, fibular longus and rectus femoris of both athletes and non-athletes (P < 0.05). The comparison between the groups showed that the EMG response was lower for the athletes. Lower jump flight time and GRF, greater amplitude and mean speed of centre of pressure were predominant in the athletes. Cold-water immersion decreased the EMG activity of the lower limb, flight time and GRF and increased the amplitude and mean speed of centre of pressure.  相似文献