From mouse to man—a bridge too far?     

Henry Kennedy  Colette Dehay 《国家科学评论(英文版)》2020,7(7):1258

  相似文献   

Issues in using computers to socialize the writing process     

Colette Daiute 《Educational technology research and development : ETR & D》1985,33(1):41-50

  相似文献   

Conservation du volume et non conservation de l’encombrement     

Colette Andreucci 《European Journal of Psychology of Education - EJPE》1990,5(3):309-326

Two difficulties can go against the recognition of volume and estimation of its invariance in situations of immersion.

— The quantitative interpretation of water level rising can be confused with causal and ponderal interpretation (water goes up if solid goes down because heavy, therefore heaviest it is highest is the level).

— The room taken up inside water can be classed as room taken up in environment to wich social experience can have contribuate to attach the meaning of variable and relative bulk of objects according to their position, technical properties, relation of exteriority or interiority (capacity)…

  相似文献   

Blank Canvas and Glass Ceiling: Using Visual Metaphors and Narratives to Examine Preservice Teacher Development     

Colette Gosselin  Emily Meixner 《Multicultural Perspectives》2015,17(2):73-80

When preparing college-age teacher candidates to teach in diverse contexts, knowing how they reconcile knowledge, self-author, and negotiate social relationships can enhance pedagogy and inform program design. In this article, the authors use a developmental framework they created to examine how teacher candidates’ visual metaphors about White privilege provide insight into the developmental nature of their conceptual thinking.  相似文献   

Students as ‘catalysts’ in the classroom: the impact of co‐teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science     

Colette Murphy  Jim Beggs  Karen Carlisle  Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035

This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science.  相似文献   

INTRODUCTION: LEARNING TO LIVE AT ALL AGES: EDUCATION,EMPOWERMENT, AND HEALTH PROMOTION     

Victor Minichiello  Colette Browning 《Educational gerontology》2013,39(5):3-6

  相似文献   

Student teachers’ prior experiences of history,geography and science: initial findings of an all-Ireland survey1     

Fionnuala Waldron  Janet Varley  Colette Murphy  Richard Greenwood 《Irish Educational Studies》2013,32(2):177-194

Research into student teachers’ perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education.  相似文献   

All Christians? Experiences of science educators in Northern Ireland     

Colette Murphy  Ivor Hickey  Jim Beggs 《Cultural Studies of Science Education》2010,5(1):79-89

In this paper we respond to Staver’s article (this issue) on an attempt to resolve the discord between science and religion. Most specifically, we comment on Staver’s downplaying of difference between Catholics and Protestants in order to focus on the religion-science question. It is our experience that to be born into one or other of these traditions in some parts of the world (especially Northern Ireland) resulted in starkly contrasting opportunities, identities and practices in becoming and being science educators. The paper starts with a short contextual background to the impact of religion on schooling and higher education in Northern Ireland. We then explore the lives and careers of three science/religious educators in Northern Ireland: Catholic (Jim) and Protestant (Ivor) males who are contemporaries and whose experience spans pre-Troubles to post-conflict and a Catholic female (Colette) who moved to Northern Ireland during the Troubles as a teenager. Finally, we discuss the situation regarding the teaching of creationism and evolution in Northern Ireland—an issue has recently generated high public interest. The Chair of the Education Committee of the Northern Ireland Assembly recently stated that “creationism is not for the RE class because I believe that it can stand scientific scrutiny and that is a debate which I am quite happy to encourage and be part of…” (News Letter 2008). It could be the case that the evolution debate is being fuelled as a deliberate attempt to undermine some of the post-conflict collaboration projects between schools and communities in Northern Ireland.  相似文献   

Selected resources for emergency and disaster preparedness and response from the United States National Library of Medicine     

Hochstein C  Arnesen S  Goshorn J  Szczur M 《Medical reference services quarterly》2008,27(1):1-20

The Toxicology and Environmental Health Information Program (TEHIP) of the National Library of Medicine (NLM) works to organize and provide access to a wide range of environmental health and toxicology resources. In recent years, the demand for, and availability of, information on health issues related to natural and man-made emergencies and disasters has increased. Recognizing that access to information is essential in disaster preparedness, a new focus of NLM's 2006-2016 Long Range Plan calls for the establishment of a Disaster Information Management Research Center (DIMRC) that will aid in collecting, disseminating, and sharing information related to health and disasters. This paper introduces several of TEHIP's resources for emergency/disaster preparedness and response, such as the Radiation Event Medical Management Web site (REMM) and the Wireless Information System for Emergency Responders (WISER) . Several of NLM's other disaster preparedness and response resources will also be reviewed.  相似文献   

Coteaching in teacher education: research and practice     

Colette Murphy  Sonya N. Martin 《Asia-Pacific Journal of Teacher Education》2015,43(4):277-280

  相似文献