English secondary students’ thinking about the status of scientific theories: consistent,comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just ‘an idea someone has’     

Keith S. Taber  Berry Billingsley  Fran Riga  Helen Newdick 《Curriculum Journal》2013,24(3):370-403

Teaching about the nature of science (NOS) is seen as a priority for science education in many national contexts. The present paper focuses on one central issue in learning about NOS: understanding the nature and status of scientific theories. A key challenge in teaching about NOS is to persuade students that scientific knowledge is generally robust and reliable, yet also in principle always open to challenge and modification. Theories play a central role, as they are a form of conjectural knowledge that over time may be abandoned, replaced, modified, yet sometimes become well established as current best scientific understanding. The present paper reports on findings from interviews with 13–14 year olds in England where target knowledge presents theories as ‘consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world’. Student thinking reflected a two-tier typology of scientific knowledge in which largely unsupported imaginative ideas (‘theories’) became transformed into fairly definitive knowledge (such as laws) through relatively straightforward testing. These results are considered in relation to research into intellectual development which indicates that effective teaching in this area requires careful scaffolding of student learning, but has potential to contribute to supporting intellectual development across the curriculum.  相似文献   

Research From Professional Development Schools; Can We Live Up to the Potential?     

Dorene Ross  Mary Brownell  Paul Sindelar  Fran Vandiver 《Peabody Journal of Education》2013,88(3-4):209-223

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21 Teachers of Wichita,Kan., Comment on Dr. Lloyd N. Morrisetfs Article The Curriculum and Life     

Susan Brand  Rita Dunn  Fran Greb 《Clearing house (Menasha, Wis.)》2013,86(5):268-273

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Some ethical concerns in Ed-tech consultancies across borders   总被引：1，自引：0，他引：1  

François Marchessou 《Educational technology research and development : ETR & D》2000,48(4):110-114

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Presidents and the press: The Nixon Legacy: By Joseph C. Spear Cambridge,Massachusetts: The MIT Press, 1984, 349 pages, $19.95. ISBN 0-262-19228-4. LC 83-26304.     

Fran Hassencahl 《Government Information Quarterly》1985,2(3):328-329

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Teaching/learning conditions in developing countries   总被引：1，自引：0，他引：1  

Françoise Caillods  T. Neville Postlethwaite 《Prospects》1989,19(2):169-190

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Group identification in early adolescence: its relation with peer adjustment and its moderator effect on peer influence   总被引：1，自引：0，他引：1  

Kiesner J  Cadinu M  Poulin F  Bucci M 《Child development》2002,73(1):196-208

This study was conducted to test whether group identification (importance of the group to the individual) covaried with individual-group similarity on problem behavior; and whether group identification moderated peer group influence on the individual's development of delinquent behavior across a 1-year period. The level of reciprocated nominations within the individual's self-nominated group was controlled for in all analyses. Participants were 190 sixth and seventh graders (during the first year of the study) from the north of Italy. Level of reciprocated nominations within the group, but not identification, was found to covary with individual-group behavioral similarity (group behavior interacted with reciprocity of group nominations in predicting individual behavior). Group identification, but not reciprocated nominations, was found to moderate peer group influence on the individual's change in delinquent behavior, across 1 year. The individual's peer status within the classroom, level of reciprocated nominations, and gender all were related to the individual's level of group identification. Results are discussed in terms of understanding peer group influence on the individual.  相似文献   

Book reviews     

Reinhard Bendix  G. de Landsheere  Hermann Röhrs  Christian Kluth  Menachem Gerson  Christine Laconte  Elliot W. Eisner  Ludwig Liegle  Françoise Bacher  Cesar Birzea  A. Harry Passow  G. F. Peaker  Jerry Norman Haar  Paul E. Peterson  Nigel Grant  Bom Mo Chung  Klaus Schleicher  Philip G. Altbach  T. Neville Postlethwaite  Tessa Blackstone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(2):262-298

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The Expulsion of the Muslims from Portugal (1496–1497)     

François Soyer 《Al-Masaq: Islam & the Medieval Mediterranean》2008,20(2):215-234

The expulsion of the Muslim minority from Portugal, decreed by King Manuel I in December 1496, has been one of the most overlooked aspects of the end of religious tolerance in the Iberian Peninsula at the close of the Middle Ages. Using unedited documentary sources preserved in the national Portuguese archives, this article focuses on the expulsion of the Muslims from Portugal and seeks to challenge a number of assumptions concerning this unprecedented event. Three major questions concerning this expulsion are examined. What evidence is there that the expulsion of the Muslims did take place? Where did the expelled Muslims seek refuge? What were the causes of this expulsion? This article will endeavour to present a new hypothesis relating to the causes of this expulsion, which radically differs from that advanced by modern historians.  相似文献   

Book reviews     

Franklin Parker  William W. Brickman  Tadeusz J. Wiloch  Enno Schmitz  Otto Roloff  John Raven  Eric Hoyle  Gerd Doerry  Walter Hahn  Hans Weiler  Richard Cummings  A. G. Hearnden  Gerd Iben  E. K. Townsend Coles  A. Harry Passow  Françoise Bacher  Alexandre Vexliard  Thành Lê Khôi  Doris Elbers  Brigitte Beer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):469-504

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