‘Approaches to the Teaching of Special Relativity Theory in High School and University Textbooks of Argentina’     

Irene Arriassecq  Ileana María Greca 《Science & Education》2007,16(1):65-86

In this work, we presented an analysis of the representation of the special relativity theory (SRT) in the most used texts in high school, Polimodal level and university level in the teaching in the Argentine Republic, from a historic, epistemological and didactic perspective. The results show that none of the analyzed texts would allow a contextualized approach on such theory.  相似文献   

Early Childhood Services in Ireland     

Eilis Hennessy  Nóirín Hayes 《International Journal of Early Years Education》1997,5(3):211-224

This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed.  相似文献   

Mathematics in Physics Education: Scanning Historical Evolution of the Differential to Find a More Appropriate Model for Teaching Differential Calculus in Physics     

Joaquín Martínez-Torregrosa  Rafael López-Gay  Albert Gras-Martí 《Science & Education》2006,15(5):447-462

Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study, we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years old students).  相似文献   

The second year of life as a developmental turning point: Implications for «sensitive» caretaking     

André Vyt 《European Journal of Psychology of Education - EJPE》1989,4(2):145-158

In the context of the transactional view on development, important changes in the second year of life are highlighted which demand parental adaptations in caregiving practice. The discontinuous growth of enriched cognitive functions in the toddler, as exemplified by Piagetian theory on development of intentionality and symbolic thinking and by recent findings about the emergence of self-awareness and mastery-motivation, meshes with changes in caregiving dimensions. The caregiver, seen as a catalyst for the development of cognitive and social competence must adjust himself to the developmental tasks the infant is coping with. The concept of sensitivity is examined in terms of two important aspects: the social and the didactic. From a Vygotskian standpoint, didactic strategies are very important for cognitive competence. Parents have to facilitate self-initiated learning and to adjust to the infant’s increasing cognitive functions. The influence of a didactic «matching» on overall parent-infant interaction quality, and especially on the quality of attachment, is stressed.  相似文献   

The role of student-generated externalizations in strategic multimedia learning and how current (web-)technology fails to support learner engagement     

Rolf Ploetzner  Benjamin Fillisch  Patrick-André Gewald  Tatjana Ruf 《Interactive Learning Environments》2016,24(7):1610-1628

In two studies, we investigated how learning strategies can support learning from multimedia. In the first study, 112 students learned from a web-based learning environment. On the basis of a strategy, one group of students took typewritten notes. The second group of students wrote a summary. Producing typewritten notes did not benefit learning any more than writing a summary. In the second study, 100 students learned the same subject matter from print. On the basis of a strategy, the first group produced written notes, the second group highlighted, wrote notes, and produced sketches. The third group wrote a summary. The students who highlighted, wrote notes, and produced sketches outperformed the other students. The students who produced written notes only did not learn more successfully than those who wrote a summary. The results suggest that externalizations in general and sketches in particular may play an important role in multimedia learning.  相似文献   

Facilitating small-group learning: A comparison of student and staff tutors' behavior     

Jos H. C. Moust  Henk G. Schmidt 《Instructional Science》1994,22(4):287-301

This study focused on students' observations of student and staff tutors' behavior during two academic courses, using a thirtynine-item rating scale. The study took place within an integrated problem-based law curriculum. Six major factors in tutors' behavior were identified. Differences between student and staff tutors' performance were investigated. The results showed that student tutors were better at understanding the nature of the problems students face in attempting to master the subject-matter. Student tutors were also more interested in students' daily lives, study experiences and personalities. In addition, student tutors referred to end-of-course examinations more frequently than staff tutors to direct student learning. Alternatively, staff tutors used their subject-matter expertise more often and displayed more authoritarian behavior than student tutors. No differences were found with respect to tutors' focus on cooperation among group members. The results are interpreted in terms of the nature of the knowledge and experiences of students and staff with regard to problem-based learning and its requirements.  相似文献   

Cultural variation in children's social organization     

Mejía-Arauz R  Rogoff B  Dexter A  Najafi B 《Child development》2007,78(3):1001-1014

This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of México (and whose mothers averaged only 7 grades of schooling) coordinated more often as an ensemble, whereas triads of European heritage U.S. children whose mothers had extensive schooling more often engaged dyadically or individually. When the European heritage children did engage as an ensemble, this often involved chatting rather than nonverbal conversation regarding folding, which was more common among the Mexican heritage children. Mexican heritage U.S. triads whose mothers had extensive schooling showed an intermediate pattern or resembled the European heritage children.  相似文献   

Locus and nature of perceptual phonological deficit in Spanish children with reading disabilities     

Ortiz R  Jiménez JE  García Miranda E  Guzmán Rosquete R  Hernández-Valle I  Rodrigo M  Estévez A  Díaz A  Hernández Expósito S 《Journal of learning disabilities》2007,40(1):80-92

The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.  相似文献   

Cumulative stress and substantiated maltreatment: the importance of caregiver vulnerability and adult partner violence   总被引：1，自引：0，他引：1  

Wekerle C  Wall AM  Leung E  Trocmé N 《Child abuse & neglect》2007,31(4):427-443

OBJECTIVE: Our goal is to assess the effect of caregiver vulnerabilities, singly and in combination, on the substantiation of child abuse (physical, sexual) and neglect, while controlling for relevant background variables. We test the moderator role of adult partner violence in qualifying the relationship between caregiver vulnerabilities and maltreatment substantiation. METHOD: Secondary analyses of the 1998 Canadian Incidence Study of Reported Child Maltreatment (CIS) are used to predict child protective service investigation substantiation versus non-substantiation from a range of caregiver vulnerability factors. Involvement in partner violence was examined as a moderator in the relation between caregiver vulnerabilities and maltreatment substantiation. The CIS is an epidemiological survey of first-reported cases to child protective services, using a random sample of child welfare agencies across Canada. Child welfare workers completed a research form on the child, primary caregiver, family, perpetrator, severity and type of maltreatment, as well as services and court outcomes. All maltreatment classifications were assigned according to the Canadian legal definition of child abuse and neglect. Hierarchical logistic regression analyses were used, with stepped entry of: (1) demographic factors, socioeconomic disadvantage, and caregiver's own history of maltreatment; (2) caregiver vulnerability factors; (3) involvement in partner violence; (4) the interaction between caregiver vulnerability and partner violence. RESULTS: Caregiver substance abuse was found to be the single most potent kind of caregiver vulnerability in predicting maltreatment substantiation. When the total number of vulnerabilities was used as the predictor, prediction across all types of maltreatment increased, especially for substantiated neglect. Analyses also showed that the presence of partner violence in the home exacerbated the effect of caregiver vulnerability on substantiation. CONCLUSIONS: The total number of caregiver vulnerabilities was the best predictor of the substantiation of child abuse and neglect. This relationship was moderated by the existence of partner violence: high caregiver vulnerability and high partner violence increased the likelihood of substantiation versus non-substantiation. These results suggest that caregiver issues should be considered in tandem with partner relationships. Among child welfare cases, caregiver vulnerability and partner violence are critical targets for child maltreatment prevention and early child protective services intervention.  相似文献   

Evaluation and publication delay in Ibero-American scientific journals     

Jon Zabala  Borja González-Albo  Ana García-García  Aurora Garrido-Domínguez  José Ignacio Vidal-Liy  Luis R. Álvarez-Díez  Soledad Hernando-Tundidor  Yara Mostazo-Fernández  Teresa Abejón 《Learned Publishing》2023,36(2):205-216

This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster.  相似文献