Editorial     

Braslavsky  Cecilia 《Prospects》2002,32(1):3-4

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Lines of Force: Faraday's and Students' Views     

Pocovi  M. Cecilia  Finley  Fred 《Science & Education》2002,11(5):459-474

In this work we analyzed how electric and magnetic lines of force were conceived byFaraday and how they are understood by a group of Argentine university studentsafter receiving instruction. Our results show that many students possess ideas similarto those of Faraday in that lines of force are conceived as real physical entities responsible for the transmission of the electric action. These results are in accordance with the interpretation of physical entities as ``matter-based' suggested by Chi et al. (1994). It is suggested that emphasis on the geometrical character of these lines seems imperative in basic electromagnetism classes in order to avoid this kind of confusion.  相似文献   

Opportunities to Learn and Achievement in Mathematics in a Sample of Sixth Grade Students in Lima, Peru     

Santiago Cueto  Cecilia Ramirez  Juan Leon 《Educational Studies in Mathematics》2006,62(1):25-55

In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from 22 public schools in Lima, Peru. OTL were defined in this study as curriculum coverage, cognitive demand of the tasks posed to the students, percent of mathematical exercises that were correct and quality of feedback. These variables were coded in the workbooks and notebooks of the students, which were gathered at the end of the school year (at the same time, the mathematics achievement test was administered). The results show that: (a) regarding OTL, less than half of the exercises available in the workbooks were solved, teachers overemphasize some topics of the national curriculum ({i.e.} related to Number and Number Sense), they pose tasks that are at very low levels of cognitive demand, and it is common to find mistakes in the students' answers to problems that have no feedback (or even worse, the feedback is wrong); (b) students in relatively poorer, multigrade classrooms have less OTL; (c) OTL, as defined earlier, is positively associated with achievement.A preliminary version of this paper received the Research Medal in the category Knowledge, Education andTechnology at the Annual Meeting of the Global Development Network (GDN) in Cairo, in January 2003.  相似文献   

Scaling Up the Response to HIV/AIDS Within Education Systems     

Braslavsky  Cecilia  Schenker  Inon 《Prospects》2002,32(2):125-126

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Editorial     

Cecilia Braslavsky 《Prospects》2004,34(4):383-384

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The asymmetry of pectoralis muscles is greater in male prepubertal than in professional tennis players     

Joaquin Sanchis-Moysi  Cecilia Dorado  Fernando Idoate  Juan J. González-Henríquez  Jose A. Serrano-Sanchez  Jose A. L. Calbet 《European Journal of Sport Science》2016,16(7):780-786

It is generally accepted that preadolescents have a limited capacity to develop muscle hypertrophy in response to exercise compared with older populations; however, studies are scarce and conflicting. The main aim of the present study was to assess if playing tennis is associated with the hypertrophy of dominant pectoralis muscles (PM) in professional (PRO) and in prepubescent tennis players (PRE). A secondary aim was to assess if the degree of asymmetry of PM is greater in PRO than PRE. The volume of PM of both sides was determined using magnetic resonance imaging in 8 male PRO (21.9 years), 6 male PRE (11 years, Tanner 1–2) and 12 male non-active controls (6 adults: 23.5 years; and 6 prepubescents: 10.7 years, Tanner 1–2). PRO and PRE had 15 and 30% greater volume, respectively, in the dominant than in the contralateral PM (P?P?=?.34 in adults and 5%, P?=?.17 in children). The degree of side-to-side asymmetry in PM volume was greater in PRE than in PRO (P?相似文献   

Students’ ‘approach to develop’ in holistic competency: an adaption of the 3P model     

Cecilia K. Y. Chan  Nai Chi Jonathan Yeung 《教育心理学》2020,40(5):622-642

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Networks and collaboration in Spanish education policy     

Cecilia M. Azorín  Daniel Muijs 《Educational research; a review for teachers and all concerned with progress in education》2017,59(3):273-296

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Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity,or Rote Learning and Social Reproduction?     

Helena Korp  Cecilia Thorsen 《Scandinavian Journal of Educational Research》2019,63(2):229-244

In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils’ learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students’ learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students’ learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils’ academic background.  相似文献   

The relationship between learner control of CAI and locus of control among hispanic students   总被引：1，自引：3，他引：1  

Cecilia L. López  Maria Harper 《Educational technology research and development : ETR & D》1989,37(4):19-28

This study investigated achievement and motivation effects related to locus of control (internal and external) and three levels of learner control (no control, moderate control, and high control). The 101 seventh-grade and eighth-grade Hispanic subjects were classified as internal or external based on locus of control (loc) scores, blocked by sex and grade, then randomly assigned to the three levels of learner control in separate versions of a CAI instructional program in science. Internalloc subjects did not choose more en route practice than externals and did not perform better under high learner control. Theloc results raise questions about the usefulness of locus of control as it relates to instruction, at least with populations similar to the present one.  相似文献