The acquisition of propositional logic and formal operational schemata during the secondary school years     

Anton E. Lawson  Robert Karplus  Helen Adi 《科学教学研究杂志》1978,15(6):465-478

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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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Reanalyzing the 16pf-5 second order structure: Exploratory versus confirmatory factorial analysis     

Anton Aluja  Angel Blanch  Luis F. García 《European Journal of Psychology of Education - EJPE》2005,20(4):343-353

In the present study, the second order structures of the 16PF-5 for 3, 4, 5 and 6 factors are analysed in a sample of 636 undergraduate students and their friends and relatives, with a mean age of 25.09 years (sd: 9.20). A two-stage analysis with Exploratory and Confirmatory Factor Analysis (EFA and CFA) was performed assigning subjects either to a calibration sample (314 subjects), or to a validation sample (322 subjects). First, EFAs were conducted for each of the 4-factor structures with the calibration sample, and second, CFAs were specified and assessed also for the 4-factor different structures. Four different situations were tested, simple structure, secondary loadings >.30, modification indices between covariance error terms >20, and modification indices between covariance error terms >15. Results show that the 16PF-5 simple structure yields poor fit indices throughout all models, although when incorporating secondary loadings and correlating the variances of the error terms with modification indices >15, the 5-factor model appears to be the best representation of observed data. The usefulness of CFA in the study of personality structural questionnaires is discussed in the light of these results.  相似文献   

Learning outcomes in professional contexts in higher education          下载免费PDF全文

Tine S. Prøitz  Anton Havnes  Mary Briggs  Ian Scott 《European Journal of Education》2017,52(1):31-43

With the policy of developing a, transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear fundamental similarities across national, institutional or professional/disciplinary contexts. In contrast, detractors suggest that LOs cannot communicate precisely across programmes or national boundaries. With this as a backdrop, this article analyses how LOs are used to communicate what students are to learn and the extent to which their use drives standardisation. The analysis is based on a case study of how LOs are formulated in study programme documents in two professional education programmes in Norway and the UK. The findings indicate that LOs can be considered to drive standardisation through the same presentation using bullet points. The study also finds that LOs are framed in different ways in the two countries and within the different study programmes and in a web of interconnected documents. This ‘local’ structural use of LOs disrupts their ‘foundation stone’ role as a vehicle for standardisation and weakens the establishment of sameness across institutions and nations.  相似文献   

Science Letters:A novel way of liver preservation improves rat liver viability upon reperfusion     

KUKAN Marián  JAKUBOVSK 《Journal of Zhejiang University. Science. B》2007,8(5)

Background/aim:Currently, the liver is cold-preserved at 0～4 °C for experimental and clinical purposes. Here, we investigated whether milder hypothermia during the initial phase of the preservation period was beneficial for liver viability upon reperfusion. Methods:In the first set of experiments, rat livers were preserved either conventionally in clinically used histidine-trypthopan-ketoglutarate (HTK) solution (Group A:45 min and Group B:24 h) or by slow cooling HTK solution (from 13 °C to 3 °C) during the initial 45 min of preservation (Group C:24 h). In the second set of experiments, additional groups of livers were evaluated:Group BB—preservation according to Group B and Group CC—preservation according to Group C. Further, some livers were preserved at 13 °C for 24 h. Livers were then reperfused using a blood-free perfusion model. Results:Bile production was approximately 2-fold greater in Group C compared to Group B. Alanine transaminase (ALT) and aspartate transaminase (AST) release into perfusate were 2～3-fold higher in Group B compared to Group C. No significant differences were found in ALT and AST release between Group C and Group A. Livers in Group CC compared to Group BB exhibited significantly lower portal resistance, greater oxygen consumption and bromosulfophthalein excretion into bile and lower lactate dehydrogenase (LDH) release into perfusate. Histological evaluation of tissue sections in Group BB showed parenchymal dystrophy of hepatocytes, while dystrophy of hepatocytes was absent in Group CC. Livers preserved at 13 °C for 24 h exhibited severe ischemic injury. Conclusion:These results suggest that the conventional way of liver preservation is not suitable at least for rat livers and that slow cooling of HTK solution during the initial phase of cold storage can improve liver viability during reperfusion.  相似文献   

The relative responsiveness of concrete operational seventh grade and college students to science instruction     

Anton E. Lawson 《科学教学研究杂志》1982,19(1):63-77

Numerous persons have suggested that instruction should match the developmental level of the learner. Are “concrete operational” college students developmentally the same as “concrete operational” seventh grade students thus in need of identical instruction? Matched concrete operational seventh grade and college students were given identical classroom instruction in probabilistic and correlational reasoning. The college students performed significantly better on posttest measures which appeared to require greater processing of information while significant differences did not exist on less difficult items. Level of cognitive development, field independence, and fluid intelligence correlated moderately with posttest performance for the seventh grade students. Field independence and fluid intelligence correlated moderately with posttest performance for the college students but not pretest knowledge of specific biological concepts and cognitive level. It was concluded that college students are more responsive to instruction due either to (1) greater amount of experience or (2) greater information processing capacity. Implications for science teaching are discussed.  相似文献   

Learning about evolution and rejecting a belief in special creation: Effects of reflective reasoning skill,prior knowledge,prior belief and religious commitment     

Anton E. Lawson  William A. Worsnop 《科学教学研究杂志》1992,29(2):143-166

Students in three sections of a high school biology course were taught a unit on evolution and natural selection. Prior to instruction, students were pretested to determine their (a) reflective reasoning skill, (b) strength of religious commitment, (c) prior declarative knowledge of evolution and natural selection, and (d) beliefs in evolution or special creation and related religiously oriented beliefs. Following instruction the measures of declarative knowledge and beliefs were readministered. The study was designed to test (a) the hypothesis that the acquisition of domain-specific concepts and the modification of nonscientific beliefs largely depends upon reflective reasoning skill, not prior declarative knowledge; and (b) the hypothesis that strength of religious commitment and a belief in special creation hinder the acquisition of scientific beliefs. Although instruction produced no overall shift toward a belief in evolution, as predicted, reflective reasoning skill was significantly related to initial scientific beliefs, and reflective reasoning skill, but not prior declarative knowledge, was significantly related to gains in declarative knowledge. Reflective reasoning skill, however, was not significantly related to changes in beliefs. Also as predicted, strength of religious commitment was negatively correlated with initial belief in evolution and with a change in belief toward evolution. Interrelationships among the study's major variables, as well as educational implications, are discussed.  相似文献   

Kinetics of elite unilateral below-elbow amputee running     

Franziska Mally  Stefan Litzenberger  Steffen Willwacher  Björn Braunstein  Gert-Peter Brüggemann  Anton Sabo 《Sports Engineering》2016,19(3):185-199

The role of the upper limbs in human locomotion and their influence on ground reaction force (GRF) have been extensively examined for walking and slow running. However, research has focused on unimpaired populations and has not evaluated high-speed running. In this study, the GRFs of an unilateral upper limb amputee athlete [missing right forearm, personal bests (PB): 400 m: 0:48.45 min, 800 m: 1:50.92 min] running at speeds of 5.4 and 8 m/s were collected using four floor-mounted force plates in a 100 m tartan track recording at 1000 Hz. The amputee athlete also performed trials with a running speed of 8 m/s wearing a weighted cuff on his impaired arm (0.5 and 1 kg, respectively). GRF data (without additional weight) were compared to those of an unimpaired athlete with similar PBs and anthropometry (age, height, weight). All data were evaluated for anterior–posterior, medial–lateral and vertical GRF as well as for stance phase (SP) duration and free moment (FM) values and a paired Student-t test (\(\alpha =5\) %) was performed on maximum and minimum values of the respective data sets comparing the left and right side of both athletes with each other, but no intersubjective comparisons were performed. The results revealed that vertical GRF showed significant differences for the impaired athlete at both running speeds comparing left and right foot, whereas the unimpaired athlete showed no significant differences in this matter at all. Medial–lateral GRF showed highly significant differences between the left and right foot of both athletes at both running speeds, whereas the results for anterior–posterior GRF and FM, however, showed ambiguous results. The trials with additional weight on the impaired limb led to significant differences for SP duration, but not for all conditions, and left–right differences did not change with additional weight. GRFs were found to differ in minimum medial–lateral GRF with no and heavy weight, maximum medial–lateral GRF within all weight conditions and maximum vertical GRF with no and heavy weight. For the FM, the overall pattern changed drastically and maximum FM showed a highly significant difference between the left and right foot, but none between the different conditions for both feet. Even though more significant asymmetries could be revealed for the impaired athlete, no general conclusion can be drawn at this point, given the limitations of the here presented study (low number of subjects available, anthropometric data of the impaired athlete could not be assessed).  相似文献   

What is the role of constructivist teachers within faculty communication networks?     

Eugene Judson  Anton E. Lawson 《科学教学研究杂志》2007,44(3):490-505

Using the biology faculty of one high school (n = 9) and the mathematics faculty of another (n = 16), this study tested the hypothesis that constructivist teachers play an active role within teacher communication networks (the constructivist‐teacher hypothesis). This hypothesis contrasts with the view that constructivist teachers operate alone and largely severed from communications among colleagues. Two types of representations of communication patterns among faculty members (i.e., sociographs) were created and analyzed for each faculty. One type of sociograph plotted communications concerning content/pedagogical issues while the other type plotted social/informal communications. Trained raters assessed constructivist‐teaching practices using the Reformed Teaching Observation Protocol (RTOP). Positive relationships were found between constructivist‐teaching practices and the frequency and significance of communications within both faculties—more so for content/pedagogical issues than for social/informal communications. Importantly, peers sought out constructivist teachers more often than they did traditional teachers, presumably seeking advice regarding teaching practice. Results support the constructivist‐teacher hypothesis and indicate that constructivist teachers are not isolated from their peers. Instead, they appear to play an active role, particularly when colleagues are discussing issues related to content and pedagogy. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 490–505, 2007  相似文献