Fuze-powder     

Anton Dolleczek 《Journal of The Franklin Institute》1910,170(4):269-289

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The nature and development of hypothetico‐predictive argumentation with implications for science teaching     

Anton Lawson 《International Journal of Science Education》2013,35(11):1387-1408

This paper explicates a pattern of scientific argumentation in which scientists respond to causal questions with the generation and test of alternative hypotheses through cycles of hypothetico‐predictive argumentation. Hypothetico‐predictive arguments are employed to test causal claims that exist on at least two levels (designated stage 4 in which the causal claims are perceptible, and stage 5 in which the causal claims are imperceptible). Origins of the ability to construct and comprehend hypothetico‐predictive arguments at the highest level can be traced to pre‐verbal reasoning of the sensory‐motor child and the gradual internalization of verbally mediated arguments involving nominal, categorical, causal and, finally, theoretical propositions. Presumably, the ability to construct and comprehend hypothetico‐predictive arguments (an aspect of procedural knowledge) is necessary for the construction of conceptual knowledge (an aspect of declarative knowledge) because such arguments are used during concept construction and conceptual change. Science instruction that focuses on the generation and debate of hypothetico‐predictive arguments should improve students' conceptual understanding and their argumentative/reasoning skills.  相似文献   

Differing over fulbright     

Richard T. Arndt  David Lee Rubin 《Academic Questions》1994,8(1):7-10

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Comments on: Predicting science achievement: The role of developmental level,disembedding ability,mental capacity,prior knowledge,and beliefs     

Piet Lijnse  Anton E. Lawson 《科学教学研究杂志》1984,21(6):669-671

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Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development     

Petra A. Arndt 《Mind, Brain, and Education》2012,6(1):41-48

The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well‐being and a sense of security. Specific structural characteristics influence cognitive processes, from visual and acoustic perceptions, via attention to the model, to processes of comprehension and reflection. Aspects of the design of the learning space also modify the interaction among students and between students and their teacher. Furthermore, the different requirements that have emerged through the development toward a learning society and the explosive increase of available information in our society require changes in the design of learning processes and thus of learning environments. Taking biological needs and neurobiological processes into account when designing learning spaces can provide a beneficial learning environment with regard to mental resources. This article will highlight relevant (neuro)biological fundamentals and try to describe resulting conclusions for the design of learning spaces.  相似文献   

La representación cognitiva de los verbos. Aproximación descriptiva y evolutiva     

Isabelle Bonnotte  Anton Kaifer  Michel Fayol  Itziar Idiazábal 《Infancia y Aprendizaje》2013,36(54):101-116

Resumen

Con el objeto de tener un mayor conocimiento del funcionamiento de las formas verbales en castellano, este trabajo aporta datos empíricos relativos a la manera cómo se representan las características del proceso (Aktionsart) descritas por el verbo. Tres son los factores estudiados: la duratividad, la resultatividad y la iteratividad o continuidad del proceso. Utilizando una metodología de representación gráfica se han recogido datos de una población de 42 adultos y 72 niños distribuidos en 4 grupos correspondientes a los cursos 2°, 4°, 6° y 8°

Los resultados obtenidos con los nueve verbos estudiados demuestran, por un lado, la validez del método ya que hace aparecer una neta dicotomía que opone los procesos resultativos no durativos a los no resultativos durativos, y por otro, que la duratividad y la resultatividad del proceso son captados de manera muy semejante por los adultos y por los niños de 4°, 6.° y 8.°, si bien los de 2.° denotan un menor acuerdo interindividual. Por último, el factor duratividad o iteratividad no constituye en esta prueba una dimensión discriminante.  相似文献   

Questions of Truth: The Necessity of Questions in Education     

Matt Anton 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):282-293

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The impact of impairment on kinematic and kinetic variables in Va’a paddling: Towards a sport-specific evidence-based classification system for Para Va’a     

Johanna S. Rosén  Anton Arndt  Victoria L. Goosey-Tolfrey  Barry S. Mason  Michael J. Hutchinson  Olga Tarassova 《Journal of sports sciences》2013,31(17):1942-1950

ABSTRACT

Para Va’a is a new Paralympic sport in which athletes with trunk and/or leg impairment compete over 200 m. The purpose of this study was to examine the impact of impairment on kinematic and kinetic variables during Va’a ergometer paddling. Ten able-bodied and 44 Para Va’a athletes with impairments affecting: trunk and legs (TL), legs bilaterally (BL) or leg unilaterally (UL) participated. Differences in stroke frequency, mean paddling force, and joint angles and correlation of the joint angles with paddling force were examined. Able-bodied demonstrated significantly greater paddling force as well as knee and ankle flexion ranges of movement (ROM) on the top hand paddling side compared to TL, BL and UL. Able-bodied, BL and UL demonstrated greater paddling force and trunk flexion compared to TL, and UL demonstrated larger bottom hand paddling side knee and ankle flexion ROM compared to BL. Significant positive correlations were observed for both male and female athletes between paddling force and all trunk flexion angles and ROM in the trunk and pelvis rotation and bottom hand paddling side hip, knee and ankle flexion. The results of this study are important for creating an evidence-based classification system for Para Va’a.  相似文献   

Author's response     

Anton E. Lawson 《科学教学研究杂志》1990,27(4):405-409

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Comments on the use of multiple regression analyses     

Peter F. W. Preece  Anton E. Lawson 《科学教学研究杂志》1984,21(1):107-108

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