Subdivision processes in mathematics and science     

Ruth Stavy  Dina Tirosh 《科学教学研究杂志》1993,30(6):579-586

In the course of a research project now in progress, three successive division problems were presented to students in Grades 7–12. The first problem concerned a geometrical line segment, while the other two dealt with material substances (copper wire and water). All three problems involved the same process: successive division. Two of the problems (line segment and copper wire) were also figurally similar. Our data indicate that the similarity in the process had a profound effect on students' responses. The effect of the similarity in process suggests that the repeated process of division has a coercive effect, imposing itself on students' responses and encouraging then to view successive division processes as finite or infinite regardless of the content of the problem. It is possible to trace out, step by step, a more or less parallel process of development for the ideas of points and continuity and those dealing with atoms and physical objects in the child's conception of the ideal world. The only difference between these two processes is that to the child's way of thinking physical points or atoms still possess surface and volume, whereas mathematical points tend to lose all extension (though during the stages of development which concerns us here, this remains only a tendency.) (Piaget & Inhelder, 1948, pp. 126). Our first naive impression of nature and matter is that of continuity. Be it a piece of matter or a volume of liquid we invariably conceive it as divisible into infinity, and even so small a part of it appears to us to possess the same properties as the whole. (Hilbert, 1925, pp. 162).  相似文献   

Foreign Communications     

Dina Goren  Simon Jenkins  James Margach  William Chislett  T.J. Allard  Oswald H. Ganley 《Communication Booknotes Quarterly》2013,44(11):209-211

The Media: Contexts of Study (114 pp.---$6.30)

The Study of Culture 1 (152 pp---$7.65)

The Study of Culture 2 (144 pp.---$7.65)

The Audience (104 pp.---$6.16)

Media Organization 1 (106 pp.---$6.l6)

Media Organization 2 (60 pp.---$5.31)

Media and Society 1 (92 pp.---$6.16)

Media and Society 2 (53 pp.---$4.25)

Secrecy and the Right to Know, by Dina Goren (Ramat Gan, Israel: Turtledove Publishing, 1978---no price given)

Newspapers: The Power and the Money, by Simon Jenkins (London: Faber & Faber, 1978---E1.95, paper)

The Abuse of Power, by James Margach (London: W.H. Allen, 1978---95 p, paperback)

The Spanish Media Since Franco, by William Chislett (London: Writers and Scholars Educational Trust, 1978---£3.00)

T.J. Allard's Straight Up: Private Broadcasting in Canada 1918-1958 (Canadian Communications Foundation, 165 Sparks St., Ottawa, Ontario KiP 5S2---$10.95 1 paper including mailing)

Oswald H. Ganley's The Role of Communications and Information Resources in Canada (Program on Information Resources Policy, 200 Aiken, Harvard University, Cambridge, Mass. 02138---$10.90, paper--ask for Working Paper W79-1)

Anthony Smith's The Newspaper: An International History (London: Thames and Hudson, 1979 ---$14.95)  相似文献   

Examining Reading Development and Reading Disability in English Language Learners: Potential Contributions from Functional Neuroimaging     

Kenneth R. Pugh  Rebecca Sandak  Stephen J. Frost  Dina Moore  W. Einar Mencl 《Learning disabilities research & practice》2005,20(1):24-30

Neuroimaging studies have suggested that across different written languages, skilled reading behavior is supported by similar, largely left hemisphere (LH), networks. In addition, recent studies of reading disability (RD) in monolingual readers, conducted in several languages, suggest a common neurobiological signature for this syndrome (disruption of LH posterior regions that support fluent reading). Thus, at the neurobiological level of analysis, reading and its disorders appear to be more similar than dissimilar across languages. In this article, we consider the neurobiology of reading development and RD in English language learners (ELL). There is some evidence suggesting that fluent bilingual readers tend to engage primarily overlapping circuits for both L1 and L2. There is, however, a paucity of neurobiological research on both reading development and RD in this population. Using the existing research on RD as a starting point, we consider in this article how developmental neuroimaging techniques might be applied to (1) help identify RD readers in the ELL populations, and (2) provide neurobiological outcome measures to help evaluate the efficacy of different approaches to the teaching of reading in English.  相似文献   

Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter   总被引：1，自引：0，他引：1  

Ruhama Even  Dina Tirosh 《Educational Studies in Mathematics》1995,29(1):1-20

Pedagogical content knowledge is made up of several components. In this paper we concentrate on one of these: teachers' planned presentations of the subject-matter. We deal with two main sources of this component of pedagogical content knowledge: knowledge about the subject-matter and knowledge about students. Illustrations are given in two mathematical domains: functions and undefined mathematical operations. The paper concludes with a discussion of the nature of teachers' knowledge and the interconnections between the three constructs: subject-matter knowledge, knowledge about students, and knowledge about ways of presenting the subject-matter.  相似文献   

Progress and Backlash in the Wake of Obergefell: Reaching Conservative Southern Teachers Through the Power of Literature     

Scott A. Beck  Dina Walker-DeVose  Laura E. Agnich  Caren Town  Trina Smith 《American journal of sexuality education》2017,12(2):170-194

This paper uses a mixed narrative and quantitative analysis to examine how a graduate class of predominantly politically and religiously conservative (self-identified), elementary teachers in the South made discursive sense of gender and sexually diverse (GSD) young adult and children's literature in the context of concurrent, relevant national events, especially the U.S. Supreme Court's legalization of gay marriage in Obergefell v. Hodges. Using narrative data, supplemented with quantitative pre- and postsurveys, this study provides fruitful insights into conservative professionals' attitudes and practices regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and adults. Our findings suggest effective ways to help prepare conservative professionals to sensitively address GSD issues in elementary school settings.  相似文献   

Building an indigenous learning community through lesson study: challenges of secondary school science teachers     

Rif’ati Dina Handayani  Insih Wilujeng  Zuhdan K. Prasetyo  Triyanto 《International Journal of Science Education》2019,41(3):281-296

Universalists believe that indigenous knowledge should not be studied since it excludes non-indigenous people. A qualitative method was used to explore the impact of lesson study on a science teacher at a secondary school. The research indicated that lesson study has positive impacts on teachers professionally by improving their science content knowledge, developing their teaching strategy and skill, enhancing their interest in working collaboratively, and creating a sense of an indigenous paradigm. The four categories of impact are interrelated and mutually influential. Through a lesson study, a relationship of mutual trust is well established in an indigenous learning community.  相似文献   

基于原创的超越:我国教学研究方法论的现代构建   总被引：7，自引：0，他引：7  

裴娣娜 《教育研究》2004,(10)

教学论的现代发展,必须解决研究方法论问题。教学研究方法论的现代构建涉及理论、现实与历史的结合,教育实验研究特质的把握,教学研究的跨文化性质及文化学分析,哲学方法论基础的审视,以及现代科技发展的方法论启示等诸多问题。通过这些问题的研究,把握教学研究的主题及界定研究域,形成教学研究方法论现代发展的新思路。  相似文献   

Comparing the Impact of Two Science-as-Inquiry Methods on the NOS Understanding of High-School Biology Students     

Dina Tsybulsky 《Science & Education》2018,27(7-8):661-683

The current study compared the effectiveness of two methods in biology teaching that are based on the science-as-inquiry approach: visits to authentic university laboratories (AULs) and analyzing adapted primary literature (APL). The methods’ effectiveness was measured in terms of high-school students’ increased understanding following a 6-week intervention that emphasized five major aspects of the nature of science (NOS): the tentativeness of scientific understanding, the cooperative nature of the scientific process, methodological diversity, the sociocultural embeddedness of scientific knowledge, and the aims of scientific inquiry. A quasi-experimental, pre-post control design was applied, utilizing quantitative evaluation methods. Findings indicate that teaching NOS in biology high-school classes using science-as-inquiry methods is an effective approach for enhancing NOS understanding. Both of the proposed methods appear to be promising; however, the AUL method was found to be more effective for enabling advanced-level high-school biology students’ understanding of these NOS aspects. In conclusion, both AUL and APL are potentially effective methods that can be adapted for teaching various biology subjects in different cultural contexts.  相似文献   

Intuitive rules in science and mathematics: the case of ‘Everything can be divided by two’     

Dina Tirosh  Ruth Stavy 《International Journal of Science Education》2013,35(6):669-683

In the last twenty years, researchers have studied students’ mathematical and scientific conceptions and reasoning. Most of this research is content‐specific. It has been found that students often hold ideas that are not in line with accepted scientific notions. In our joint work in mathematics and science education, it became apparent that many of these alternative conceptions hail from a small number of intuitive rules. We have so far identified two such rules: ‘The more of A, the more of B’, and, ‘Everything can be divided by two’. The first rule is reflected in students’ responses to many tasks, including all classical Piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.), all tasks related to intensive quantities (density, temperature, concentration, etc.), and tasks related to infinite quantities. The second rule is observed in responses related to successive division of material and geometrical objects, and in seriation tasks. In this paper we describe and discuss the second rule and its relevance to science and mathematics education. In a previous paper (Stavy and Tirosh 1995, in press) we described and discussed the first rule.  相似文献   

CONNECTING UNIVERSITY SUPERVISION AND CRITICAL REFLECTION: MENTORING AND MODELING     

Alisa J. Bates  Laurie Ramirez  Dina Drits 《The Teacher Educator》2013,48(2):90-112

This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student teachers through exposure to their supervisor's practice; (b) explicitly modeling, guiding, and communicating the importance of critical reflection in teaching practice through supervisory stance helps teacher candidates develop critically reflective practices and understandings; (c) developing critical reflection in their individual and shared practices takes time for both parties.  相似文献