Reviews     

Clifton B. Chadwick  Françoise Caillods  Czesław Kupisiewicz 《Prospects》1987,17(3):469-482

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Learning science content through socio-scientific issues-based instruction: a multi-level assessment study     

Troy D. Sadler  William L. Romine  Mustafa Sami Topçu 《International Journal of Science Education》2016,38(10):1622-1635

Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests.  相似文献   

What is the Effect of Case-Based Learning on the Academic Achievement of Students on the Topic of “Biochemical Oxygen Demand?”     

Günter  Tuğçe  Alpat  Sibel Kılınç 《Research in Science Education》2019,49(6):1707-1733

Research in Science Education - The purpose of this study was to investigate the effect of the case-based learning (CBL) method used in “biochemical oxygen demand (BOD),” which is a...  相似文献   

Whose story is this? Discrepancy triggers readers’ attention to source information in short narratives     

Jean-François Rouet  Ludovic Le Bigot  Guillaume de Pereyra  M. Anne Britt 《Reading and writing》2016,29(8):1549-1570

Three experiments investigated the role of source information (i.e., who said what) in readers’ comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing stories that included discrepant statements. Readers would also memorize source information more accurately. Experiments 1 and 2 found that American and French college students were more likely to refer to source information when they summarized news reports containing discrepant assertions. A detailed content analysis of the summaries also indicated that students use hedging and several other tactics to resolve contradictions. Experiment 3 replicated Braasch et al.’s finding that sources of discrepant stories were more likely to be recalled than sources of consistent stories. Experiment 3 also extended these findings using longer texts and a different reading task. Altogether the data support the Documents Model framework of multiple source comprehension.  相似文献   

Can Didactic Transposition and Popularization Explain Transformations of Genetic Knowledge from Research to Classroom?     

François Lombard  Laura Weiss 《Science & Education》2018,27(5-6):523-545

We will attempt a synthesis from various research perspectives that have analyzed the alterations that knowledge inevitably goes through while percolating into classroom activities. We will try to identify some of their causes and will illustrate them with examples in genetics. First, we will discuss some research on knowledge transformation when genetics knowledge is popularized (Staerklé and Clémence 2002), to show how knowledge is transformed in specific predictable manners as it moves from experts to general public. Then, we will draw from a large body of (French) research in didactic transposition (Chevallard 1991) in order to highlight what knowledge characteristically thrives or is lost as it percolates into school practice and learner’s knowledge. We will then draw from Huberman’s (Science Communication, 4(4), 478–510, 1983) analysis of knowledge use in schools the specificities of knowledge that teachers effectively use. All three perspectives reveal that cognitive and social environment are crucial determinants of what knowledge will be found in schools. An ecological metaphor explains how different cognitive environments from research into education favor knowledge adapted to specificities of this ecosystem. This transposition of knowledge is therefore not decay but inescapable and necessary. Ignoring this transposition has considerably reduced the effectiveness of many educational reforms. We will combine these three to propose an evolutionary perspective that could inform ways of expressing research into educational recommendations fed into the system to optimize the didactic transposition process.  相似文献   

Search behavior of dogs (Canis familiaris) in invisible displacement problems     

Sylvain Gagnon  François Y. Doré 《Learning & behavior》1993,21(3):246-254

Gagnon and Doré (1992) showed that domestic dogs are able to solve a Piagetian object permanence task called the invisible displacement problem. A toy is hidden in a container which is moved behind a screen where the toy is removed and left. Dogs make more errors in these problems than they do in visible displacement tests, in which the object is hidden directly behind the target screen. In Experiment 1, we examined components of the standard procedure of invisible displacements that may make encoding or retention of the hiding location more difficult than it is in visible displacements. In Experiment 2, we compared dogs’ performances in visible and invisible displacement problems when delays of 0, 10, and 20 sec were introduced between the object’s final disappearance and the subject’s release. The results revealed that dogs’ poorer performance in invisible displacement tests is related to the complex sequence of events that have to be encoded or remembered as well as to a difficulty in representing the position change that is signaled, but not directly perceived.  相似文献   

Dyadic activities and attention in the infant: A developmental study     

François Findji  Marie-Germaine Pêcheux  Josette Ruel 《European Journal of Psychology of Education - EJPE》1993,8(1):23-33

Infants’ abilities to focus attention on objects are known to be related to mothers’ mobilizing behaviors. As delayed effects of maternal behaviors at 5 months may be observed in 8-month-olds, mothers may be considered as scaffolding their infant’s attention. However, all dyadic activities are probably not equally propitious to attention mobilizing. In a sample of 30 dyads, studied at 5 and 8 months of age, whole observations were split in four broad categories: care, dyadic play with objects, dyadic play without objects and infant alone. The duration of maternal mobilizing and infant attention focussing were studied within categories. Inter-dyads variability is high, while dyads are stable across ages. Even within the dyadic play with objects, mothers differ widely in the duration and way they mobilize attention. Five-month-olds still need their mother’s support, as they explore less when they are alone, while 8-month-olds are more autonomous. The impact and importance of the various types of dyadic activities on cognitive development are discussed.  相似文献   

Demarches de resolution et de simulation face au probleme de la ruine d'un joueur     

Moncef Zaki  François Pluvinage 《Educational Studies in Mathematics》1991,22(2):149-181

Prior to large experimentations on the teaching of probability theory, it appeared useful to observe some students working for a fairly long time. This observation should make more precise the difficulties of an important aspect when solving probability problems: the modelling aspect. Does systematic use of simulation produce miracles as it is sometimes said? Are the students naturally sensitive to a frequentist approach of probability theory? This paper contains some results on these questions, for example we pointed out for some students an obstacle to the frequentist approach. The results permit to conceive how using simulation for teaching could contribute to an improvement of students' approach to probability.  相似文献   

Embodied-based environment for kindergarten children: Revisiting constructionist ideas     

José Armando Valente  Ricardo Caceffo  Rodrigo Bonacin  Julio Cesar dos Reis  Diego Addan Gonçalves  Maria Cecília Calani Baranauskas 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):986-1003

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The Role of Immigration Background,Intergroup Processes,and Social-Cognitive Skills in Bystanders’ Responses to Bias-Based Bullying Toward Immigrants During Adolescence     

Seçil Gönültaş  Kelly Lynn Mulvey 《Child development》2021,92(3):e296-e316

This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents’ grade, intergroup attitudes, and social-cognitive abilities were evaluated as predictors of bystander responses. Nonimmigrant-origin adolescents reported that they expect they would be less likely to intervene when the victim is an immigrant-origin peer. Furthermore, participants with more intergroup contact and higher theory of mind were more likely to expect they would intervene in response to bias-based bullying. Findings have important implications for understanding factors that inform antibullying interventions that aim to tackle bias-based bullying against immigrants.  相似文献