Autobiography and the paradox of change: (Dis)locating ourselves in the process     

Stuart Lee  Wolff-Michael Roth 《Research in Science Education》2000,30(1):57-73

As researchers, we often seek to change science education practices that have become outdated. Throughout such change processes we are faced with the dilemma of embodying relationships of power or discourse that we are trying to transform. A situated cognition framework would suggest that this conundrum is inevitable because a community of practitioners is fundamentally bound by the institution and its resources, concerns and ways of being. If we cannot step outside the institution we are trying to change how can we change something which defines who we, as agents of change, are? We reframe the issue as one of cultural production, where we locate ourselves within a cultural field, struggling to change it. This paper embodies some of the tensions involved in cultural re/production of science education. These tensions are played out both in our autobiographical accounts that are part of this article and in the relationship of the authors as graduate student and supervisor. Through a conversational hermeneutic analysis of the authors' autobiographical writings, we examine some of the salient features of bringing about change in science education.  相似文献   

The A-Not-B Error: Results from a Logistic Meta-Analysis   总被引：1，自引：0，他引：1  

Stuart Marcovitch  & Philip David Zelazo 《Child development》1999,70(6):1297-1313

A meta-analysis of the A-not-B error was conducted using logistic regression on studies conducted before September 1997 (107 data points). An earlier meta-analysis by Wellman, Cross, and Bartsch revealed that age, delay between hiding and retrieval, and number of hiding locations were significant predictors of both the proportion of infants who searched correctly on B trials and the proportion of infants who searched perseveratively. The current analysis replicated these findings with two exceptions: (1) The number of trials at the A location was a significant predictor, and (2) the number of locations was a significant predictor of the proportion of infants who searched perseveratively, but not the proportion of infants who searched correctly. Implications of these findings are discussed and a quantitative version of a hierarchical competing-systems model of infant search is proposed.  相似文献   

Constructivism in Classroom: Theory into Practice     

Naylor  Stuart  Keogh  Brenda 《Journal of Science Teacher Education》1999,10(2):93-106

Journal of Science Teacher Education -  相似文献   

Let the Emperor retain his underclothes     

Morag Stuart 《Journal of Research in Reading》1998,21(3):189-194

Scholes (1998) offers a caricature of the definition of reading, which he suggests underlies much recent psychological research. In this response, I attempt to set out a multi-dimensional view of reading, derived from the same psychological research, which encompasses both printed word recognition skills and comprehension of written texts, and elucidates some of the relationships within and between these separable dimensions. In conclusion, I rebut Scholes’ assertion that no study has ever demonstrated a link between phonological awareness and reading comprehension.  相似文献   

The nature of science: A perspective from the philosophy of science     

Juli T. Eflin  Stuart Glennan  George Reisch 《科学教学研究杂志》1999,36(1):107-116

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An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: exploring the link between science and application   总被引：5，自引：5，他引：0  

Jolly S 《Journal of sports sciences》2010,28(14):1625; author reply 1627-1625; author reply 1630

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The writing quality scale (WQS): A new tool to identify writing difficulties in students     

N. J. Stuart  A. L. Barnett 《British Journal of Special Education》2023,50(2):258-267

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