Reading Scientific Texts: Adapting Primary Literature for Promoting Scientific Literacy     

Anat Yarden 《Research in Science Education》2009,39(3):307-311

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“Here the Scientists Explain What I Said.” Coordination Practices Elicited During the Enactment of the Results and Discussion Sections of Adapted Primary Literature   总被引：4，自引：4，他引：0  

Hedda Falk  Anat Yarden 《Research in Science Education》2009,39(3):349-383

Adapted primary literature (APL) is a novel text genre that retains the authentic characteristics of primary literature. Learning through APL represents an educational intervention with an authentic scientific context. In this case study, we analyzed the 80-min discourse developed during the enactment of an article from an APL-based curriculum in biotechnology in one class, and examined epistemic practices used by students during their meaning-making of the Results and Discussion sections of the article. Specifically, we examined coordination practices, by which students connected elements belonging to different epistemic status or context (theory, data, experimental stages, biotechnological applications and text). The application of coordination practices was identified more than 70 times during the lesson. In the context of the Results section, the students displayed research-oriented coordination practices, which were frequently associated with claims of comprehension difficulty. In the context of the Discussion section, students displayed text-oriented coordination practices, associated with analysis of the text characteristics. We are suggesting that the research-oriented coordination practices and some of the text-oriented ones enabled the emergence of authentic scientific practices and learning by inquiry. Another type of text-oriented coordination practice enabled reflection on scientists’ experimental processes, enabling learning science as inquiry. The enactment model of APL used here allowed for both the emergence of the two dimensions of inquiry learning and the promotion of scientific literacy in the fundamental and derived senses.  相似文献   

Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford   总被引：1，自引：1，他引：0  

Anat Yarden  Hedda Falk  Marta Federico-Agraso  María Pilar Jiménez-Aleixandre  Stephen P. Norris  Linda M. Phillips 《Research in Science Education》2009,39(3):391-395

In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then we offer more specific comments on two areas of her response, authenticity and the support for teachers.  相似文献   

Learning Using Dynamic and Static Visualizations: Students’ Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method   总被引：1，自引：0，他引：1  

Hagit Yarden  Anat Yarden 《Research in Science Education》2010,40(3):375-402

The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological methods involved. Here, we examine the unique contribution of an animation of the polymerase chain reaction (PCR) in promoting conceptual learning of the biotechnological method among 12th-grade biology majors. All of the students learned about the PCR using still images (n = 83) or the animation (n = 90). A significant advantage to the animation treatment was identified following learning. Students’ prior content knowledge was found to be an important factor for students who learned PCR using still images, serving as an obstacle to learning the PCR method in the case of low prior knowledge. Through analysing students’ discourse, using the framework of the conceptual status analysis, we found that students who learned about PCR using still images faced difficulties in understanding some mechanistic aspects of the method. On the other hand, using the animation gave the students an advantage in understanding those aspects.  相似文献   

跨文化交际中的言语合作原则和礼貌原则     

吴力群 《中国科教创新导刊》2009,(11):79-80

本论文以中美两国为倒,指出由于在以下四个方面存在很大的不同：意识形态,面子体秉,话语形式和传统文化,因此人们在跨文化言语交际中所遵循的合作原则和礼貌原则的佣重点不同,这也就导致误解与不快,因此,在跨文化交际中,不仅要学习其他国家的文化特征,而且更应尊重其他国家的文化,这样跨文化交际才能持续和顺利地发展。  相似文献   

Validating human and automated scoring of essays against “True” scores     

Yoav Cohen  Effi Levi  Anat Ben-Simon 《教育实用测度》2018,31(3):241-250

ABSTRACT

In the current study, two pools of 250 essays, all written as a response to the same prompt, were rated by two groups of raters (14 or 15 raters per group), thereby providing an approximation to the essay’s true score. An automated essay scoring (AES) system was trained on the datasets and then scored the essays using a cross-validation scheme. By eliminating one, two, or three raters at a time, and by calculating an estimate of the true scores using the remaining raters, an independent criterion against which to judge the validity of the human raters and that of the AES system, as well as the interrater reliability was produced. The results of the study indicated that the automated scores correlate with human scores to the same degree as human raters correlate with each other. However, the findings regarding the validity of the ratings support a claim that the reliability and validity of AES diverge: although the AES scoring is, naturally, more consistent than the human ratings, it is less valid.  相似文献   

Active learners’ characterization in MOOC forums and their generated knowledge     

Anat Cohen  Udi Shimony  Rafi Nachmias  Tal Soffer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):177-198

This study explores and characterizes learners' participation patterns in MOOC forums, as well as the factors that correlate with learners' participation. Educational data mining and learning analytics methods were used to retrieve and analyze the learners' interpersonal interaction data, which had accumulated in the Coursera log files. The content in the forums was categorized based on Henri's criteria and converted into quantitative values that could be compared and visualized. It was found that only 20% of the learners were collaborating in the forums throughout the entire course and were responsible for 50% of the total posts. A portion of them earned the name “Super Active.” The analyses not only demonstrated the volume of activity and its pattern but also revealed the content of the discussions, which helped to highlight the needs and reasons for students' usage of the forums. The content analysis showed intensity in the “Cognitive” and “Discipline” categories. Thus, forum participants benefit from discussions not only socially but disciplinarily and cognitively as well. Furthermore, even though a strong significant correlation was found between the learners’ completion status and their activity in the forums, a group of learners, who did not complete the course, was highly active.  相似文献   

应用腹腔镜治疗卵巢良性囊肿及异位妊娠分析     

焦桂青  舒丽莎 《河北北方学院学报(医学版)》2004,21(3):22-23

目的:探讨腹腔镜手术在妇科手术中的应用和治疗效果.方法:对23例卵巢良性肿瘤患者,实行了腹腔镜下肿瘤囊壁剥除术,保留了卵巢;对3例多囊卵巢行打孔术;对9例异位妊娠患者,6例行患侧输卵管切除术,3例行保守手术.结果:35例患者手术均成功,无1例中转开腹,无1例出现并发症,近期随访无复发.异位妊娠保守手术者均于术后二周复查血HCG为阴性,无持续妊娠,无术后出血.结论:腹腔镜手术具有损伤小,恢复快,并发症少,治疗效果可靠及住院时间短等优点.尤其附件良性病变是腹腔镜手术的最佳适应证,值得有条件的医院推广应用.  相似文献   

Separating the research question from the laboratory techniques: Advancing high‐school biology teachers' ability to ask research questions     

Eilat Hasson  Anat Yarden 《科学教学研究杂志》2012,49(10):1296-1320

Inquiry is essentially a process in which research questions are asked and an attempt is made to find the answers. However, the formulation of operational research questions of the sort used in authentic scientific inquiry is not a trivial task. Here, we set out to explore the possible influence of separating the research question from the laboratory techniques used to try and answer this question on teachers' understanding of laboratory techniques and their ability to formulate research questions. We conducted a laboratory course in microbiology in which the laboratory techniques were presented in an explicit and generalized manner, in the context of specific research questions. During the course, teachers' understanding of laboratory techniques improved as reflected in their answers to exercises given throughout. In addition, teachers' ability to ask research questions, analyzed using Dillon's classification of research questions, also improved. When reflecting upon the course, some teachers attributed the change in their ability to ask research questions to their increased knowledge of techniques, whereas others did not. We conclude that to facilitate research‐question‐asking skills among teachers, they should be provided with knowledge of the relevant laboratory techniques in an explicit fashion. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1296–1320, 2012  相似文献   

Factors affecting disclosure among Israeli children in residential care due to domestic violence     

Rachel Lev-Wiesel  Ruth GottfriedZvi Eisikovits  Maya First 《Child abuse & neglect》2014

Disclosure of child abuse may enable initiating interventions to end maltreatment and mediate its negative physical and psychological consequences. The present study reviews the field of disclosure and examines factors affecting disclosure among a service population of abused children who were placed in residential care due to various forms of abuse (e.g., physical, sexual, emotional, neglect and witnessing domestic violence). The sample consisted of 286 Israeli (Hebrew and Arabic speaking) children aged 12–17 (mean = 14 ± 1). Following approval of the Ethics committee of the University and parents’ written consent, participants were administered a self-report questionnaire that included the following measures: a Socio-Demographic Questionnaire, the Childhood Trauma Questionnaire (CTQ), the Juvenile Victimization Questionnaire (JVQ), and the Disclosure of Trauma Questionnaire (DTQ). Results indicated that the three key factors enhancing the likelihood of disclosure were: moral factors, external initiatives and intolerable physical pain. The three key factors inhibiting disclosure were feelings of shame, fear of losing social support and uncertainty as to how and to whom to disclose. Results also showed that children preferred to disclose to their nuclear family members (parents and siblings) in comparison with professionals.  相似文献