The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology     

Semsar K  Knight JK  Birol G  Smith MK 《CBE life sciences education》2011,10(3):268-278

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.  相似文献   

倾斜金标试纸图像的线宽测量方法     

周律  陈正伟  朱建华  刘铁兵 《实验室研究与探索》2015,(3):146-149

基于显微图像的金标试纸条测试线线宽参数的测量方法具备操作方便、测量速度快、分辨率高等优点,然而图像采集系统采集到的金标试纸条的显微图像不可避免地会发生倾斜,这为后续的图像分割和参数测量带来了困难,因此需要对倾斜的金标试纸条显微图像进行校正。根据霍夫变换法和最小二乘法在直线检测中的优点和适用条件,拟采用一种结合霍夫变换法和最小二乘法的直线检测算法来求得金标试纸条图像的边缘线和边缘线的倾斜角度参数,并采用图像旋转变换算法实现对原图像的倾斜校正。实验表明,所采用的倾斜校正算法具备计算量小、占用内存小、校正精度高的优点,通过倾斜校正可以准确测量倾斜金标试纸图像的线宽参数。  相似文献   

Research on teaching practicum – a systematic review     

Tony Lawson  Melek Çakmak  Müge Gündüz  Hugh Busher 《欧洲师范教育杂志》2015,38(3):392-407

The aim of the present study is to conduct a systematic review research which focuses on research studies into the school practicum. In order to identify the main issues and also to provide a contemporary picture of practicum, 114 studies published on the topic are reviewed and analysed in terms of: (i) aims, (ii) main participants, (iii) methodology used and (iv) the main outcomes emerging. Many of the reviewed studies take pre-service teachers as their main participants. The review also shows that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample. This suggests that more large-scale studies are needed in the field in order to provide greater insight into teaching practicum. Finally, this systematic review provides some food for thought in the area of practicum research and promotes further studies in this complex field.  相似文献   

The Effect of Planetariums on Teaching Specific Astronomy Concepts     

Cumhur Türk  Hüseyin Kalkan 《Journal of Science Education and Technology》2015,24(1):1-15

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Increasing Parent Involvement Among Head Start Families: A Randomized Control Group Study     

Kendall Jeffries DeLoatche  Kathy L. Bradley-Klug  Julia Ogg  Jeffrey D. Kromrey  Ashley N. Sundman-Wheat 《Early Childhood Education Journal》2015,43(4):271-279

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Differential effects of reading trainings on reading processes: a comparison in Grade 2     

Bettina?MüllerEmail author  Axel?Mayer  Tobias?Richter  Ana?Kri?an  Teresa?Hecht  Marco?Ennemoser 《Zeitschrift für Erziehungswissenschaft》2015,18(3):489-512

Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.  相似文献   

Parent–adolescent interaction quality and adolescent affect—An experience sampling study on effect heterogeneity     

Anne Bülow  Eeske van Roekel  Savannah Boele  Jaap J. A. Denissen  Loes Keijsers 《Child development》2022,93(3):e315-e331

Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short-term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (M_age = 15.80, SD_age = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within-family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person-specific research on parenting processes.  相似文献   

Infant vocalizing and phenotypic outcomes in autism: Evidence from the first 2 years     

Samantha Plate  Lisa Yankowitz  Leslie Resorla  Meghan R. Swanson  Shoba Sreenath Meera  Annette Estes  Natasha Marrus  Meredith Cola  Victoria Petrulla  Aubrey Faggen  Juhi Pandey  Sarah Paterson  John R. Pruett Jr.  Heather Hazlett  Stephen Dager  Tanya St. John  Kelly Botteron  Lonnie Zwaigenbaum  Joseph Piven  Robert T. Schultz  Julia Parish-Morris  IBIS Network 《Child development》2022,93(2):468-483

Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD.  相似文献   

Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking     

Keller  Lena  Cortina  Kai S.  Müller  Katharina  Miller  Kevin F. 《Instructional Science》2022,50(2):251-272

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.

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Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect?     

Bichler  Sarah  Stadler  Matthias  Bühner  Markus  Greiff  Samuel  Fischer  Frank 《Instructional Science》2022,50(3):335-359

Instructional Science - Extensive research has established that successful learning from an example is conditional on an important learning activity: self-explanation. Moreover, a model for...  相似文献