Characterizing High School Students’ Written Explanations in Biology Laboratories     

Deniz Peker  Carolyn S. Wallace 《Research in Science Education》2011,41(2):169-191

The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from a rural high school in the Southeastern United States were the participants of this research study. The data consisted of students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations.  相似文献   

At risk youth: a comprehensive response for counselors,teachers, psychologists and human service professionals     

Luke Wallace 《International Journal of Disability, Development & Education》2013,60(1):68-69

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A Review of: “Answers to the Health Questions People Ask in Libraries. Kane,Laura Townsend; McConnaughy,Rozalynd P.; Wilson,Steven P.; with David L. Townsend as Medical Consultant.”     

Reviewed by Elise Wallace 《Medical reference services quarterly》2013,32(4):400-401

This article reviews the formation of the Frontera Collaboration, a coalition of health sciences librarians serving clinicians and public health personnel in the U.S.-Mexico border region. Based on findings from an assessment of the target populations’ learning needs, the Frontera Collaboration participants developed a shared set of training materials that have been used in pilot training sessions. The Frontera Collaboration's participants learned several lessons related to collaborative health information outreach and increased their understanding of the concerns and needs of clinicians and public health personnel serving border communities.  相似文献   

New books     

Karl R. Wallace  Ray H. Sandefur  Earl G. Hoover  Victor M. Powell  Cole Brembeck  Kim Giffin 《Communication Studies》2013,64(2):45-65

LANGUAGE ‐ MAN ‐ SOCIETY: READINGS IN COMMUNICATION. Ed. Harold E. Briggs. New York: Rinehart and Co., 1949; pp. xv + 707. $3.50.

THE ART OF FORCEFUL SPEAKING. By Richard C. Reager. New York: Grosset and Dunlap, 1949; pp. xvi + 302. $1.49.

HOW TO PUT YOUR IDEAS ACROSS. By Richard W. Wetherill. New York: D. Van Nostrand Company, 1949; pp. x + 435. $2.75.

PUBLIC SPEAKING WITHOUT FEAR AND TREMBLING. By Mark Hanna. New York: The Macmillan Co., 1949; pp. 166. $2.75.

BASIC PUBLIC SPEAKING. By Paul L. Soper. New York: Oxford University Press, 1949; pp. xxi + 394. $2.50.

HANDBOOK OF PUBLIC SPEAKING. Revised Edition. By A. R. Thompr son. New York: Harper and Brothers, 1949; pp. xix + 177. $1.50.

BASIC TRAINING IN SPEECH. Brief Edition. By Lester Thonssen and Howard Gilkinson. Boston: D. C. Heath and Co., 1949; pp. 249. $2.25

HOW TO TALK MORE EFFECTIVELY. By Jean Bordeaux and T. W. Tanaka. Chicago: American Technical Society, 1949; pp. x + 218. $2.75.

DEMOCRACY THROUGH DISCUSSION. By Bruno Lasker. New York: The W. H. Wilson Co., 1949; pp. xvii + 376. $3.50.

THE HUMAN NATURE OF PLAYWRITING. By Samson Raphaelson. New York: The Macmillan Co., 1949; pp. viii + 267. $4.00.

PLAY PRODUCTION AND DIRECTION. By C. Lowell Lees. New York: Prentice‐Hall, 1948; pp. xiii + 311. $5.00.

HOW TO SPEAK THE WRITTEN WORD. By Nedra Newkirk Lamar. New York: Fleming H. Revell Co., 1949; pp. 175. $2.50.

THE ART OF GOOD SPEECH. By Dwight Bolinger and Ralph Weiman. 4 v. Philadelphia: Russell Press, 1948; pp. 159. $9.50.

GENERAL SPEECH: AN INTRODUCTION. By A. Craig Baird and Franklin H. Knower. New York: McGraw‐Hill Book Co., 1949; pp. ix + 500. $3.50.

PUBLIC SPEAKING FOR BUSINESS. By William G. Hoffman. Third Edition, Revised and Enlarged. New York: McGraw‐Hill Book Co., 1949; pp. xiii + 412. $3.50.

THE LANGUAGE OF WISDOM AND FOLLY: BACKGROUND HEADINGS IN SEMANTICS. Ed. Irving J. Lee. New York; Harper and Brothers, 1949; pp. xxii + 361. $3.00.  相似文献   

美丽的巴厘岛Beautiful Bali     

Wallace 《英语辅导》2003,(11):F002-F002

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Dreaming and immanence: rejecting the dogmatic image of thought in science education     

Jesse Bazzul  Maria F. G. Wallace  Marc Higgins 《Cultural Studies of Science Education》2018,13(3):823-835

In this article, we, a multivocal-thinking-assemblage, trouble what we feel is the dogmatic image of thought in science education. Beginning with Lars Bang’s (Cult Stud Sci Educ, 2017) dramatic and disruptive imagery of the Ouroboros as a means to challenge scientific literacy we explore the importance of dreams, thinking with both virtual and actual entities, and immanent thinking to science education scholarship. Dreaming as movement away from a dogmatic image of thought takes the authors in multiple directions as they attempt to open Deleuzian horizons of difference, immanence, and self-exploration.  相似文献   

Metaphorical duality: High school subject departments as both communities and organizations     

Wayne Melville  John Wallace 《Teaching and Teacher Education》2007

This article investigates the metaphorical duality that exists when school subject departments are concurrently conceptualized as both communities and organizations. Employing a narrative methodology, we use the metaphorical duality to examine the manner in which science teachers negotiate two key aspects of their work; professional learning and teacher leadership. The reified meanings that the department (as community) negotiates are the foundations for the actions that the department (as organization) takes. It is this sense of understanding and commitment to the department as community that provides the department as organization with its political power within a school.  相似文献   

Research protocols     

Rick Wallace 《Journal of the Medical Library Association》2016,104(2):178

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Youth in the Eighties     

Claire Wallace 《British Journal of Sociology of Education》1985,6(2):249-252

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Using the Inquiry Process to Motivate and Engage all (Including Struggling) Readers     

Rachelle S. Savitz  Kelly Wallace 《Clearing house (Menasha, Wis.)》2016,89(3):91-96

With increasingly rigorous standards and mounting high stakes testing, it seems harder than ever to motivate and engage struggling readers. In this article the authors provide an overview of the inquiry learning process, which details how providing students with choice and opportunities to collaborate with peers can keep students invested in their own learning and progress. Within the framework of standards and/or a unit of study, students are coached toward choosing a personally meaningful research question in which they are given freedom to explore the answer through a variety of self-selected texts. Inquiry learning can be woven into already existing units of study or can be used to create an entirely new classroom project. The authors walk readers through the inquiry process with a teacher vignette that provides a step-by-step plan that can be implemented in any classroom.  相似文献