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11.
Jonathan Osborne Shirley Simon Andri Christodoulou Christina Howell‐Richardson Katherine Richardson 《科学教学研究杂志》2013,50(3):315-347
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11‐ to 16‐year‐old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013 相似文献
12.
Andres E. Carrillo Vasilios X. Christodoulou Yiannis Koutedakis 《Journal of sports sciences》2013,31(9):913-917
Abstract We assessed autonomic nervous system modulation through changes in heart rate variability during an archery competition as well as archery performance by comparing novice and experienced adolescent archers. Seven novice (age 14.0 ± 8.5 years, body mass index 22.9 ± 4.3 kg · m?2, training experience 0.4 ± 0.3 years) and ten experienced archers (age 16.5 ± 10.3 years, body mass index 22.4 ± 3.1 kg · m?2, training experience 4.1 ± 0.9 years) volunteered. Using beat-by-beat heart rate monitoring, heart rate variability was measured for 20 s before each arrow shot during two rounds of competition. We found that, compared with novices, experienced adolescent archers: (i) take more time per shot; (ii) have a higher low frequency band, square root of the mean of squared differences between successive R-R intervals (i.e. the time elapsing between two consecutive R waves in the electrocardiogram), and percentage of successive normal-to-normal intervals greater than 50 ms; and (iii) demonstrate an increase in parasympathetic nervous system activity compared with pre-competition values. We propose that these characteristics of experienced archers are appropriate for optimal performance during competition. 相似文献
13.
We examined curricular orientations that graduate students in science and mathematics fields held as they experienced urban high‐school science and mathematics classrooms. We analyzed how these educators (called Fellows) saw themselves, students, teachers, schools, education, and the sense they made of mathematics and science education in urban, challenging settings in the light of experiences they brought with them into the project and experiences they designed and engaged in as they worked in classrooms for 1 or 2 years. We used Schubert's (Schubert (1997) Curriculum: Perspective, paradigm, and possibility. New Jersey: Prentice‐Hall, Inc.) four curricular orientations—intellectual traditionalism, social behaviorism, experientialism, and critical reconstructionism—to analyze the Fellows' journals, and to explore ways in which the positions they portrayed relative to curriculum, instruction, assessment, social justice, discipline, student involvement, teacher's role, subject‐matter nature, etc., shaped and were shaped by who they were before and during their classroom work. Our qualitative analysis revealed various relationships including: experientialists engaged in more open‐ended projects, relevant to students, with explicit connections to everyday‐life experiences; social behaviorists paid more attention to designing “good” labs and activities that taught students appropriate content, led them through various steps, and modeled good science and mathematics; and critical reconstructionists hyped up student knowledge and awareness of science issues that affect students' lives, such as asthma and HIV epidemic. Categorizing orientations and identifying relationships between experiences, actions, and orientations may help us articulate and explicate goals, priorities, and commitments that we have, or ought to have, when we work in urban classrooms. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 1–26, 2009 相似文献
14.
ABSTRACT—The theme of Usable Knowledge in Mind, Brain, and Education will be a special section that will appear regularly in the journal. The section will focus on the synergistic connections between biology, cognitive science, and human development on the one hand and educational thought, policy, and practice on the other. Efforts to create usable knowledge in mind, brain, and education focus on questions that relate research and theory to educational practice, involving pedagogy and learning, discussions of how best to conduct ethical and valid research that crosses disciplinary boundaries, and consideration of how to use such research to promote responsible policy. 相似文献
15.
Irene-Anna N. Diakidoy Melina C. Ioannou Stelios A. Christodoulou 《Reading and writing》2017,30(9):1869-1890
The study is situated at the interface between reading comprehension and critical thinking research. Its purpose was to examine the influence of reading goals and argument quality on the comprehension and critical evaluation of argumentative texts. Young adult readers read to comprehend or evaluate texts on two different controversial issues. Argument quality was varied across text versions on the basis of the hasty generalization fallacy. Text versions varied with respect to the quality of the arguments included, but not in terms of argument content. Measures of comprehension included main claim recall, overall recall and inferences in recall. Text evaluation was measured with a rating task. The sample’s familiarity with the text topics was low, and prior beliefs were relatively neutral. The results indicated that an evaluation goal had a consistent positive effect on main claim and text recall when compared to comprehension goal. Argument quality, however, had no main or interactive effects on text evaluation. The findings indicate that reading to evaluate argumentative text facilitates the representation of its content and critical argument elements, such as the claim it promotes. However, this representation is not sufficient for analyzing and critically evaluating the text’s argument line. The implications of these findings are discussed in relation to current efforts to promote critical-analytic thinking skills in the context of reading and writing. 相似文献
16.
For singular systems, i.e. for systems of the form E[xdot] = Ax + Bu, with E singular, the problem of computing the transfer function matrix has been studied. An algorithm is developed which is similar to the corresponding algorithm proposed by Faddeev or Leverrier for regular systems. The present results involve the Drazin inverse and yield an expression for the transfer function matrix suitable for computer use. 相似文献