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91.
Morrison Judith Frost Janet Gotch Chad McDuffie Amy Roth Austin Bruce French Brian 《International Journal of Science and Mathematics Education》2021,19(6):1103-1123
International Journal of Science and Mathematics Education - This study explored how teachers engage and support students at a project-based STEM high school to identify key elements defining... 相似文献
92.
Saad A. Noeman Kommajosyula Sharada Hassan El-Bena Samia EL Dardery Khalid AL Sawaf 《Indian journal of clinical biochemistry : IJCB》1994,9(1):40-42
The level of seven acute phase proteins was estimated together with copper and zinc in two groups of 15 children each suffering
from hepatitis A (HAV) or Hepatitis B (HBV). The mean concentration of α-1 antitrypsin, α-2 macroglobulin, ceruloplasmin,
C3 and copper was increased uniformly in both the types of viral hepatitis. α-1 acid glycoprotein, haptoglobin and zinc levels
were decreased in both the infections. A significant decrease in albumin level was observed in HAV while the decrease was
not significant in HBV. All the paramenters were repeated after one month on the day of discharge following the disappearance
of clinical signs and symptoms wherein the haptoglobin level returned to normal in HAV. No change was observed in the level
of other acute phase proteins. The level of the trace elements returned to normal. The observed increase in the levels of
acute phase proteins at the onset does not seem to have any significant relation to the subsequent course of the disease.
However, the level of acute phase proteins and other biochemical parameters may indicate a delayed biochemical recovery phase
in conjunction with the underlying hepatic pathological changes in the course of viral hepatitis in spite of clinical recovery. 相似文献
93.
The purpose of this study was to assess the degree of ambivalence of the attitudes of twelfth-grade biology pupils in Israel towards interventions of man in nature. A questionnaire was designed in which the pupils were confronted with arguments of different levels of potential relevance (personal, global, and philosophical), three against and three in favor of each of eight “interventions of man in natural processes.” The pupil was requested (a) to rate each argument independently and (b) to “vote,” as if in a public committee, for or against each technology. The degree of ambivalence–-measured, for each item, by means of Kaplan's (1972) semantic differential half scales–-was the degree to which the pupils agreed to both positive and negative arguments. Although clear majorities of pupils voted in favor of all the “interventions,” three main patterns of responses were found: general agreement, indifference, and ambivalence. These patterns were characterized in terms of (a) the mean ratings of the arguments, (b) the differences between mean positive and negative “personal” ratings, (c) the percentages of favorable votes, and (d) the degrees of ambivalence. It was shown that pupils were able to appreciate arguments against a certain technology even in cases of strong personal feelings in favor of the technology (high ambivalence). The development of such an ability may be one of the main objectives of science education in a STS context. 相似文献
94.
This study was designed as a test for two neo-Piagetian theories. More specifically, this research examined the relationships between the development of proportional reasoning strategies and three cognitive variables from Pascual-Leone's and Case's neo-Piagetian theories. A priori hypotheses linked the number of problems students worked until they induced a proportional reasoning strategy to the variables of M-space, degree of field dependence, and short-term storage space. The subjects consisted of students enrolled in Physical Science I, a science course for nonscience majors at the University of Southern Mississippi. Of the 34 subjects in the study, 23 were classified as concrete operational on the basis of eight ratio tasks. Problems corresponding to five developmental levels of proportional reasoning (according to Piagetian and neo-Piagetian theory), were presented by a microcomputer to the 23 subjects who had been classified as concrete operational. After a maximum of 6 hours of treatment, 17 of the 23 subjects had induced ratio schemata at the upper formal level (IIIB), while the remaining subjects used lower formal level (IIIA) schemata. The data analyses showed that neither M-space and degree of field-dependence, either alone or in combination, nor short-term storage predicted the number of problems students need to do until they induce an appropriate problem-solving strategy. However, there were significant differences in the short-term storage space of those subjects who mastered ratio problems at the highest level and those who did not. Also, the subjects' degree of field-dependence was not a predictor of either the ability to transfer problem-solving strategies to a new setting or the reuse of inappropriate strategies. The results of this study also suggest that short-term storage space is a variable with high correlations to a number of aspects of learning such as transfer and choice of strategy after feedback. 相似文献
95.
Classrooms are complex environments in which curriculum, students, and teachers interact. In recent years a number of studies have investigated the effect of teachers' epistemologies on the classroom environment, yet little is known about students' epistemologies and how these interact with those of teachers. The purpose of this study was to document students' epistemologies and their concurrent views about knowing and learning. Using a written essay, short-answer responses to statements, a preferred classroom environment inventory, and interviews, students' views on scientific knowledge and their own knowing and learning were collected from 42 students in three sections of an introductory physics course. Our rather broad, qualitative inquiry provides a dynamic view of students' understanding of knowing and learning in high school physics. Our analyses reveal a spectrum of epistemological commitments commensurable with positions from objectivism to relativism, most of them with experientialist coloring. Even within individuals, these commitments could be at once commensurable and incommensurable with the same epistemological position. We also find rather significant inter- and intra-individual differences with respect to the consequences of a specific epistemological stance to learning, the learning strategies employed, and the learning environment preferred. Students' views on knowing and learning in physics are presented in the form of an emergent theory. The findings are discussed in terms of their application to classroom environments. 相似文献
96.
Fisher M Small B Roth H Mallon M Jerebine B 《Public understanding of science (Bristol, England)》2005,14(3):317-326
An assessment was undertaken of the attitudes of individuals within the science community towards a program to produce genetically modified cattle for altered milk composition, expectantly allowing for research into the treatment of multiple sclerosis in humans. The majority of respondents to an electronic survey expressed favorable attitudes to the program, thought it beneficial, respected individual freedom and was fair and just and disagreed that it was harmful. A passion for science and having a suitable lifestyle were the most important motivating factors for individuals. Finally, there were a wide range of responses to a number of cultural beliefs or myths. Science grouping significantly affected the responses. Compared with Systems and Land groups, Plant and Reproduction groups more strongly agreed with the project, thought it less harmful to interest groups, felt that genetic modification of animals was more morally acceptable, and more strongly agreed with the myth statements. These results indicate a diversity of beliefs and attitudes towards genetic modification amongst those within the science community, and highlight the importance of understanding ethics and myths in dealing with them. It is suggested that the diversity of beliefs could be better used to help shape public policy and understanding of biotechnology. 相似文献
97.
Mageswary Karpudewan Zurida Ismail Wolff-Michael Roth 《Journal of Science Teacher Education》2012,23(6):673-696
The global environmental crisis intensifies particularly in developing nations. Environmental educators have begun to understand that changing the environmental impact requires not only changes in pro-environmental knowledge and attitudes but also in associated, self-determined motivation. This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers?? environmental motivation. Two comparable groups of pre-service teachers participated in this study. The students in the experimental group (N?=?140) did green chemistry experiments whereas the control group (N?=?123) did equivalent experiments in a traditional manner. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales. The qualitative analysis of interview data suggests that the changes are predominantly due to the personal satisfaction that participants derived from engaging in pro-environmental behavior. 相似文献
98.
Christian Harteis Barbara Morgenthaler Christine Kugler Karl-Peter Ittner Gabriel Roth Bernhard Graf 《Vocations and Learning》2012,5(2):119-136
Intuition presents as a crucial component of professional competence for many occupations, including emergency physicians because many of their decisions have to be made quickly. When arriving at the scene of an accident, they promptly have to assess the circumstances and initiate immediate life-saving measures without opportunities for deep analyses of patients’ conditions. Therefore, spontaneous and intuitive decisions are required to solve the problem appropriately, rather than more intentional and time-consuming forms of decision-making. Yet, the efficacy of and processes underpinning these intuitive activities remain far from fully understood or clearly conceptualised. The study reported here aims at revealing the efficacy of such intuition by analysing decision-making behaviour of emergency physicians. Based on patient simulation mannequins, which can be programmed to present specified clinical situations, three groups of participants with different levels of emergency medicine expertise (n 1 = 10 novices, n 2 = 10 semi-experts, n 3 = 10 experts) each addressed two different authentic problem cases. In the first simulation, time pressure was utilised to press participants to decide intuitively. In the second simulation, the participants had to legitimise their decisions without any time pressure in order to generate rational decisions. Whereas no clear difference in the participants’ performances between both cases could be identified, experts and semi-experts performed better than novices in their intuitive decision-making, thereby supporting beliefs about the efficacy of intuition. It is proposed that medical education, as well as other forms of occupational preparation, should consider theories of mental simulations in order to improve surgeons’ professional education. 相似文献
99.
Guppy Neil Boud David Heap Tania Verpoorten Dominique Matzat Uwe Tai Joanna Lutze-Mann Louise Roth Mary Polly Patsie Burgess Jamie-Lee Agapito Jenilyn Bartolic Silvia 《Higher Education》2022,84(3):487-504
Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’... 相似文献
100.
Tonia J. Land Tonya G. Bartell Corey Drake Mary Q. Foote Amy Roth McDuffie Erin E. Turner 《课程研究杂志》2019,51(4):471-493
Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB. 相似文献