Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers     

Ron Wagler 《Journal of Science Teacher Education》2010,21(2):215-226

The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry. Cases narratives are a common component of many university science education courses but rarely are they used as a tool to evaluate the preservice teachers within these courses. This article describes the construction of a positive and negative science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry teaching in preservice elementary teachers.  相似文献   

Partially correct constructs illuminate students’ inconsistent answers     

Gila Ron  Tommy Dreyfus  Rina Hershkowitz 《Educational Studies in Mathematics》2010,75(1):65-87

We present a view of knowledge construction processes, focusing on partially correct constructs. Motivated by unexpected and seemingly inconsistent quantitative data based on the written reports of students working on an elementary probability task, we analyze in detail the knowledge construction processes of a representative student. We show how the nested epistemic actions model for abstraction in context facilitates following the emergence of a learner’s partially correct constructs (PaCCs). These PaCCs provide added insight into processes of knowledge construction. They are also used in order to analyze and explain students’ thinking in situations where some of the students’ answers were unexpected in light of their earlier answers or inconsistent with earlier answers. In particular, PaCCs are explanatory tools for correct answers based on (partially) faulty knowledge and for wrong answers based on largely correct knowledge.  相似文献   

Editorial     

Ron Best 《Pastoral Care in Education》1998,16(2):1-3

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Muscle activation and movement responses in youth with and without mental retardation     

Horvat M  Ramsey V  Amestoy R  Croce R 《Research quarterly for exercise and sport》2003,74(3):319-323

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Extending Big‐Five theory into childhood: A preliminary investigation into the relationship between Big‐Five personality traits and behavior problems in children     

David J. Ehrler  J. Gary Evans  Ron L. McGhee 《Psychology in the schools》1999,36(6):451-458

An investigation was conducted to link Big‐Five personality traits with behavior problems identified in childhood. Eighty‐six children ranging in age from 9 to 13 were rated by their respective classroom teacher using an experimental ratings instrument developed to measure Big‐Five personality constructs and behavior concurrently. Big‐Five Personality and Behavior Problem scales were correlated. Results show distinct patterns of behavior problems associated with various personality characteristics. Children with low scores in Agreeableness and Conscientiousness exhibit social problems, conduct problems, attention deficits, and hyperactivity. Children with low scores on the scale, Openness to Experience, exhibit problems in social behavior, conduct, and attention. The Neuroticism trait was associated with anxiety and depression. Potential implication for clinical practice and future research study was provided. These preliminary data indicate that identifying Big‐Five personality trait patterns may be a useful dimension of assessment for understanding underlying motives and predispositions associated with children's problem behavior. © 1999 John Wiley & Sons, Inc.  相似文献   

Psychometric and edumetric validity of dimensions of geomorphological knowledge which are tapped by concept mapping     

Ron Hoz  Dan Bowman  Tova Chacham 《科学教学研究杂志》1997,34(9):925-947

The validity of several dimensions of knowledge which were inferred from concept maps was assessed for its psychometric and edumetric aspects. Data were collected from 14 students who enrolled in the university first-year introductory geomorphology course and in its prerequisite introductory geology course. They took an objective geomorphology test, the tree construction task, and the Standardized Concept Structuring Analysis Technique (SConSAT) version of concept mapping. Comparisons among these dimensions of knowledge before and after the geomorphology course yielded convergent evidence. For the psychometric perspective, the SConSAT version of concept mapping and tree construction had similar knowledge structure representations, and the cognitive map correctness was moderately positively correlated with the objective test but not with the geomorphology course test. For the edumetric perspective, the majority of the dimensions of knowledge structures from the SConSAT showed large improvements following the geomorphology course. This evidence shows that the knowledge structure dimensions have moderate to good construct validity which warrant their widespread use for evaluating learning outcomes in both experimental and classroom settings. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 925–947, 1997.  相似文献   

Eliminating common misconceptions about behavioral psychology: One step toward increased academic productivity     

Daniel H. Tingstrom  Ron Edwards 《Psychology in the schools》1989,26(2):194-202

The present article emphasizes the compatibility of behavioral psychology and behavioral interventions in the classroom with today's demands for educational excellence and accountability by classroom teachers. Teacher resistance to the implementation of behavioral interventions is discussed with respect to various misconceptions involving perceived practical obstacles. Misconceptions are corrected and practical suggestions for implementing behavioral interventions are provided. The use of behavioral interventions to achieve accountability and improved student performance is emphasized.  相似文献   

The AAMD ABS-SE,Part Two: Criterion-related validity in a behavior-disordered sample     

Gail M. Cheramie  Ron P. Edwards 《Psychology in the schools》1990,27(3):186-195

The purpose of this research was to determine the diagnostic validity of Part Two of the AAMD Adaptive Behavior Scale-School Edition (ABS-SE) for the classification of behavior-disordered (BD) children. The sample consisted of 66 elementary school students ranging in age from 7-0 through 12-11. There were three groups of subjects: (a) children classified BD; (b) children referred for behavior problems, but not classified; and (c) children in regular classrooms, neither referred nor classified. Teachers completed Part Two of the ABS-SE for all subjects. Validity was investigated for both domain and factor scores, with discriminant analyses yielding significant classification results. Using the domain scores generated by the stepwise discriminant analysis, the overall rate of correct classification was 71.21%; using factor scores, the level of correct classification increased to 77.27%.  相似文献   

A Comparison of Professional Development Models for Teachers of Primary Mathematics and Science     

Russell Tytler  Ron Smith  Peter Grover  Sally Brown 《Asia-Pacific Journal of Teacher Education》1999,27(3):193-214

The authors have been involved in two substantial Australian teacher professional development projects, with the Mathematical Association of Victoria and with the Science Teachers’ Association of Victoria, which focused, respectively, on a whole‐school professional development and an extended workshop programme. The research described in this paper explores the experiences of participants in these two programmes, in order to identify the advantages and limitations of each type of professional development model in supporting teacher development, and the different needs of teachers in relation to mathematics and science. The findings from a questionnaire, supported by participant interviews, show a range of differences in experience and outcomes due to programme style and subject area. These are used to suggest a developmental framework for conceptualizing teacher professional development needs.  相似文献   

机械加工自动线模拟程序设计     

丁红娟  朱阿键 《常熟理工学院学报》1999,13(2):105-107

用一台ＩＰＣ机帝现一条模拟加工自动线的自动控制及模拟显示,采用了两个光电开关和十二个接近开关以及一个软按钮作为输入量,软件设计时采用了四个程序模块分别对输送带电机及工位１,工位２,工位３的电机进行控制。  相似文献