Specific learning disability in primary French immersion     

R. L. Trites  M. A. Price 《Interchange》1978,9(4):73-85

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Labour and Education in Russia and China   总被引：1，自引：1，他引：0  

R. F. Price 《比较教育学》1974,10(1):13-23

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S. Beames and M. Brown,Adventurous learning: a pedagogy for a changing world     

Alan Price 《Journal of Adventure Education & Outdoor Learning》2016,16(4):372-373

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Re: Misconceptions Are “So Yesterday!”     

Gregory J. Crowther  Rebecca M. Price 《CBE life sciences education》2014,13(1):3-5

A response to Maskiewicz and Lineback''s essay in the September 2013 issue of CBE-Life Sciences Education.Dear Editor:Maskiewicz and Lineback (2013) have written a provocative essay about how the term misconceptions is used in biology education and the learning sciences in general. Their historical perspective highlights the logic and utility of the constructivist theory of learning. They emphasize that students’ preliminary ideas are resources to be built upon, not errors to be eradicated. Furthermore, Maskiewicz and Lineback argue that the term misconception has been largely abandoned by educational researchers, because it is not consistent with constructivist theory. Instead, they conclude, members of the biology education community should speak of preconceptions, naïve conceptions, commonsense conceptions, or alternative conceptions.We respectfully disagree. Our objections encompass both the semantics of the term misconception and the more general issue of constructivist theory and practice. We now address each of these in turn. (For additional discussion, please see Leonard, Andrews, and Kalinowski , “Misconceptions Yesterday, Today, and Tomorrow,” CBE—Life Sciences Education [LSE], in press, 2014.)Is misconception suitable for use in scholarly discussions? The answer depends partly on the intended audience. We avoid using the term misconception with students, because it could be perceived as pejorative. However, connotations of disapproval are less of a concern for the primary audience of LSE and similar journals, that is, learning scientists, discipline-based education researchers, and classroom teachers.An additional consideration is whether misconception is still used in learning sciences outside biology education. Maskiewicz and Lineback claim that misconception is rarely used in journals such as Cognition and Instruction, Journal of the Learning Sciences, Journal of Research in Science Teaching, and Science Education, yet the term appears in about a quarter of the articles published by these journals in 2013 (National Research Council, 2012 ).

Table 1.

Use of the term misconception in selected education research journals in 2013

Journal (total articles published in 2013a)	Articles using misconception (“nondisapproving” articles/total articles)	Articles using other terms
LSE (59)	23/24	Alternative conception (4)
		Commonsense conception (2)
		Naïve conception (1)
		Preconception (4)
Cognition and Instruction (16)	3/3	None
Journal of the Learning Sciences (17)	4/4	Commonsense science knowledge (1)
		Naïve conception (1)
		Prior conception (1)
Journal of Research in Science Teaching (49)	11/13	Commonsense idea (1)
		Naïve conception (1)
		Preconception (5)
Science Education (36)	10/11	Naïve conception (1)

Open in a separate window^aAs of November 25, 2013. Does not include very short editorials, commentaries, corrections, or prepublication online versions.A final consideration is whether any of the possible alternatives to misconception are preferable. We feel that the alternatives suggested by Maskiewicz and Lineback are problematic in their own ways. For example, naïve conception sounds more strongly pejorative to us than misconception. Naïve conception and preconception also imply that conceptual challenges occur only at the very beginning stages of learning, even though multiple rounds of conceptual revisions are sometimes necessary (e.g., see figure 1 of Andrews et al., 2012 ) as students move through learning progressions. Moreover, the terms preferred by Maskiewicz and Lineback are used infrequently (Smith et al. (1993) that they object to statements that misconceptions should be actively confronted, challenged, overcome, corrected, and/or replaced (Smith et al. (1993) argue on theoretical grounds that confrontation does not allow refinement of students’ pre-existing, imperfect ideas; instead, the students must simply choose among discrete prepackaged ideas. From Maskiewicz and Lineback''s perspective, the papers listed in Maskiewicz and Lineback (2013) as using outdated views of misconceptions^a

Article	Example of constructivist language	Example of language suggesting confrontation
Andrews et al., 2011	“Constructivist theory argues that individuals construct new understanding based on what they already know and believe.… We can expect students to retain serious misconceptions if instruction is not specifically designed to elicit and address the prior knowledge students bring to class” (p. 400).	Instructors were scored for “explaining to students why misconceptions were incorrect” and “making a substantial effort toward correcting misconceptions” (p. 399). “Misconceptions must be confronted before students can learn natural selection” (p. 399). “Instructors need to elicit misconceptions, create situations that challenge misconceptions.” (p. 403).
Baumler et al., 2012	“The last pair [of students]''s response invoked introns, an informative answer, in that it revealed a misconception grounded in a basic understanding of the Central Dogma” (p. 89; acknowledges students’ useful prior knowledge).	No relevant text found
Cox-Paulson et al., 2012	No relevant text found	This paper barely mentions misconceptions, but cites sources (Phillips et al., 2008 ; Robertson and Phillips, 2008 ) that refer to “exposing,” “uncovering,” and “correcting” misconceptions.
Crowther, 2012	“Prewritten songs may explain concepts in new ways that clash with students’ mental models and force revision of those models” (p. 28; emphasis added).	“Songs can be particularly useful for countering … conceptual misunderstandings.… Prewritten songs may explain concepts in new ways that clash with students’ mental models and force revision of those models” (p. 28).
Kalinowski et al., 2010	“Several different instructional approaches for helping students to change misconceptions … agree that instructors must take students’ prior knowledge into account and help students integrate new knowledge with their existing knowledge” (p. 88).	“One strategy for correcting misconceptions is to challenge them directly by ‘creating cognitive conflict,’ presenting students with new ideas that conflict with their pre-existing ideas about a phenomenon… In addition, study of multiple examples increases the chance of students identifying and overcoming persistent misconceptions” (p. 89).

Open in a separate window^aWhile these papers do not adhere to Smith et al.''s (1993) version of constructivism, they do adhere to the constructivist approach that advocates cognitive dissonance.Our own stance differs from that of Maskiewicz and Lineback, reflecting a lack of consensus within constructivist theory. We agree with those who argue that, not only are confrontations compatible with constructivist learning, they are a central part of it (e.g., Gilbert and Watts, 1983 ; Hammer, 1996 ). We note that Baviskar et al. (2009) list “creating cognitive dissonance” as one of the four main tenets of constructivist teaching. Their work is consistent with research showing that focusing students on conflicting ideas improves understanding more than approaches that do not highlight conflicts (e.g., Kowalski and Taylor, 2009 ; Gadgil et al., 2012 ). Similarly, the Discipline-Based Education Research report (National Research Council, 2012 , p. 70) advocates “bridging analogies,” a form of confrontation, to guide students toward more accurate ways of thinking. Therefore, we do not share Maskiewicz and Lineback''s concerns about the papers listed in Price, 2012 ). We embrace collegial disagreement.Maskiewicz and Lineback imply that labeling students’ ideas as misconceptions essentially classifies these ideas as either right or wrong, with no intermediate stages for constructivist refinement. In fact, a primary goal of creating concept inventories, which use the term misconception profusely (e.g., Morris et al., 2012 ; Prince et al., 2012 ), is to demonstrate that learning is a complex composite of scientifically valid and invalid ideas (e.g., Andrews et al., 2012 ). A researcher or instructor who uses the word misconceptions can agree wholeheartedly with Maskiewicz and Lineback''s point that misconceptions can be a good starting point from which to develop expertise.As we have seen, misconception is itself fraught with misconceptions. The term now embodies the evolution of our understanding of how people learn. We support the continued use of the term, agreeing with Maskiewicz and Lineback that authors should define it carefully. For example, in our own work, we define misconceptions as inaccurate ideas that can predate or emerge from instruction (e.g., Andrews et al., 2012 ). We encourage instructors to view misconceptions as opportunities for cognitive dissonance that students encounter as they progress in their learning.  相似文献   

Stereoscopy in Static Scientific Imagery in an Informal Education Setting: Does It Matter?     

C. Aaron Price  H.-S. Lee  K. Malatesta 《Journal of Science Education and Technology》2014,23(6):721-734

Stereoscopic technology (3D) is rapidly becoming ubiquitous across research, entertainment and informal educational settings. Children of today may grow up never knowing a time when movies, television and video games were not available stereoscopically. Despite this rapid expansion, the field’s understanding of the impact of stereoscopic visualizations on learning is rather limited. Much of the excitement of stereoscopic technology could be due to a novelty effect, which will wear off over time. This study controlled for the novelty factor using a variety of techniques. On the floor of an urban science center, 261 children were shown 12 photographs and visualizations of highly spatial scientific objects and scenes. The images were randomly shown in either traditional (2D) format or in stereoscopic format. The children were asked two questions of each image—one about a spatial property of the image and one about a real-world application of that property. At the end of the test, the child was asked to draw from memory the last image they saw. Results showed no overall significant difference in response to the questions associated with 2D or 3D images. However, children who saw the final slide only in 3D drew more complex representations of the slide than those who did not. Results are discussed through the lenses of cognitive load theory and the effect of novelty on engagement.  相似文献   

Principal evaluation – linking individual and building-level progress: making the connections and embracing the tensions     

Sally J. Zepeda  Philip D. Lanoue  Noris F. Price  Albert M. Jimenez 《School Leadership & Management》2014,34(4):324-351

The article examines the tensions one superintendent in the USA experienced as he evaluated principals in a high-stakes environment that had undergone numerous transformations at the central office. Using qualitative methods, primarily, shadowing techniques, observations and debriefing, the following tensions emerged and were examined in light of the work of the superintendent evaluating principal performance: (1) discrepancies between principal performance when compared to performance data, (2) length of time in the principalship compared to results, (3) finding the right balance between student achievement data and other indicators of principal performance, (4) what types of achievement data are important and when these data are made available, (5) credence paid to complaints about structural changes implemented by the principal, (6) balancing the principal self-evaluation rating scores with the final evaluator scores and (7) accounting for personal factors such as relationship to principals and knowledge about principal capabilities. Each of these tensions contributes to the difficulty a superintendent may feel when conducting the principal evaluation process.  相似文献   

低碳发展方案编制指南(第四部分)——实现低碳增长的政策和行动之建筑行业的行动     

周南  Lynn Price  Stephanie Ohshita  Nina Zheng  胡敏 《科学与管理》2014,(2):37-46

实现低碳增长的政策和行动将对每个行业的政策和行动、政策表述、衡量标准、温室气体减排潜力以及政策和行动的成本效益进行介绍。本节介绍建筑行业的行动。建筑行业基于目标的政策有三类:新建建筑、改造现有建筑的能源和/或碳排放目标、范围广泛的自愿或协商的协议。  相似文献   

The effects of an increasing versus constant crank rate on peak physiological responses during incremental arm crank ergometry     

Price MJ  Bottoms L  Smith PM  Nicholettos A 《Journal of sports sciences》2011,29(3):263-269

We examined the effects of concomitant increases in crank rate and power output on incremental arm crank ergometry. Ten healthy males undertook three incremental upper body exercise tests to volitional exhaustion. The first test determined peak minute power. The subsequent tests involved arm cranking at an initial workload of 40% peak minute power with further increases of 10% peak minute power every 2 min. One involved a constant crank rate of 70 rev · min(-1), the other an initial crank rate of 50 rev · min(-1) increasing by 10 rev · min(-1) every 2 min. Fingertip capillary blood samples were analysed for blood lactate at rest and exhaustion. Local (working muscles) and cardiorespiratory ratings of perceived exertion (RPE) were recorded at the end of each exercise stage. Heart rate and expired gas were monitored continuously. No differences were observed in peak physiological responses or peak minute power achieved during either protocol. Blood lactate concentration tended to be greater for the constant crank rate protocol (P = 0.06). Test duration was shorter for the increasing than for the constant crank rate protocol. The relationship between local RPE and heart rate differed between tests. The results of this study show that increasing cadence during incremental arm crank ergometry provides a valid assessment of peak responses over a shorter duration but alters the heart rate-local RPE relationship.  相似文献   

The Worshipful Society of Apothecaries of London and the history of medicine     

Robin Murray Price 《Health information and libraries journal》2001,18(3):165-166

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OPINION QUALITY IN PUBLIC OPINION RESEARCH     

Price  Vincent; Neijens  Peter 《Int. Journal of Public Opinion Research》1997,9(4):336-360

In recent years, a number of new techniques have been developed—includingdeliberative polls and educational surveys—that attemptto gather measures of public opinion that is of higher quality(i.e. better informed or more deliberative) than that recordedin typical mass opinion surveys. This paper addresses severalgeneral sets of questions. What is meant by ‘quality’in public opinion? What criteria can be enumerated by whichthe quality of public opinion can be assessed? In grapplingwith these questions, the paper argues that conceptions of qualityin public opinion are inextricably bound to broader conceptionsof quality in democratic decision making, a complex processinvolving multiple phases and collective participants. In addition,a number of important contradictions and ambiguities underlieconceptions of quality in public opinion.  相似文献