Supporting Reform-Oriented Secondary Science Teaching Through the Use of a Framework to Analyze Construction of Scientific Explanations     

Gail Richmond  Joyce M. Parker  Leonora Kaldaras 《Journal of Science Teacher Education》2016,27(5):477-493

The Next-Generation Science Standards (NGSS) call for a different approach to learning science. They promote three-dimensional (3D) learning that blends disciplinary core ideas, crosscutting concepts and scientific practices. In this study, we examined explanations constructed by secondary science teacher candidates (TCs) as a scientific practice outlined in the NGSS necessary for supporting students’ learning of science in this 3D way. We examined TCs’ ability to give explanations that include explicit statements of underlying reasons for natural phenomena, as opposed to simply describing patterns or laws. In their methods courses, TCs were taught to organize explanations into a what/how/why framework, where what refers to what happens in specific cases (data or observations); how refers to how things usually happen and is equivalent to patterns or laws; and why refers to causal explanations or models. We examined TCs’ ability to do this spontaneously and in a resource-rich environment as a first step in gauging their preparedness for NGSS-aligned teaching. We found that (1) the ability of TCs to articulate complete and accurate causal scientific explanations for phenomena exists along a continuum; (2) TCs in our sample whose explanations fell on the upper end of this continuum were more likely to provide complete and accurate explanations even in the absence of support from explicit standards; and (3) teacher candidate’s ability to construct complete and accurate explanations did not correlate with cross-course performance or academic major. The implications of these findings for the preparation of teachers for NGSS-based science instruction are discussed.  相似文献   

Genetic Moderation of Intervention Efficacy: Dopaminergic Genes,The Incredible Years,and Externalizing Behavior in Children          下载免费PDF全文

Rabia R. Chhangur  Joyce Weeland  Geertjan Overbeek  Walter Matthys  Bram Orobio de Castro  Danielle van der Giessen  Jay Belsky 《Child development》2017,88(3):796-811

This study investigated whether children scoring higher on a polygenic plasticity index based on five dopaminergic genes (DRD4, DRD2, DAT1, MAOA, and COMT) benefited the most from the Incredible Years (IY) parent program. Data were used from a randomized controlled trial including 341 Dutch families with 4‐ to 8‐year‐old children (55.7% boys) showing moderate to high levels of problem behavior. IY proved to be most effective in decreasing parent‐reported (but not observed) externalizing behavior in boys (but not girls) carrying more rather than fewer dopaminergic plasticity alleles; this Gene × Intervention effect was most pronounced in the case of boys whose parents’ manifested the most positive change in parenting in response to the intervention. These results proved robust across a variety of sampling specifications (e.g., intention to treat, ethnicity).  相似文献   

Redesigning a Research Methods Course for Teachers     

Koenraad Kuiper 《TechTrends》2008,52(6):22-28

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Using pencil‐and‐paper lexical‐decision tests to assess word decoding skill: aspects of validity and reliability     

Wim H.J. Van Bon  Lotje T.M. Hoevenaars  Joyce J. Jongeneelen 《Journal of Research in Reading》2004,27(1):58-68

The viability of a pencil‐and‐paper version of the lexical‐decision (LD) task to assess children's word decoding skill was investigated. Participants in this study were Dutch second and third graders. Lexical decision and oral reading appear to be highly correlated, in second grade more than in third grade. Retest reliability of the LD tests is sufficient, at least for screening purposes, to good. The correlation with tests designed to measure pencil‐and‐paper test‐taking skills shows that such skills at most play a minor role. Materials of different phonological and morphological structure caused systematic differences in score level, but a single factor suffices to explain common reading test variance. LD scores appear not to be particularly subject to inappropriate strategies.  相似文献   

Using MeSH to search for alternatives to the use of animals in research     

Chilov M  Matsoukas K  Ispahany N  Allen TY  Lustbader JW 《Medical reference services quarterly》2007,26(3):55-74

Searching for alternatives to using animals in research is not a standard service currently offered by most medical research libraries. The goal of this article is to demystify this type of expert search for medical librarians and to do so using a language they know well, that of the Medical Subject Headings (MeSH) thesaurus. An attempt is made in this paper to discuss possible search strategies and to include examples of recommended approaches to searching-all in the context of the 3Rs of alternatives: Replacement, Refinement, and Reduction.  相似文献   

Border Crossings: Engaging Students in Diversity Work and Intergroup Relations     

Susan Rose  Joyce Bylander 《Innovative Higher Education》2007,31(5):251-264

As an innovative model for diversity education, Dickinson College designed the Crossing Borders program to encourage culturally diverse students to live, work, and study together in multiple contexts both within the United States and abroad. Envisioning a series of crossings, the program brings together up to 20 students from Dickinson College, a predominantly White Institution, and Xavier University, Dillard College, and Spelman College, three Historically Black Colleges/Universities, to spend 4 weeks studying together in Cameroon. West Africa. Students then study at Dickinson for one semester and at one of the Historically Black Colleges/Universities for one semester.

Joyce Bylander (Corresponding author)Email:

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Friends, classmates, and self-regulated learning: discussions with peers inside and outside the classroom     

Martin H. Jones  David B. Estell  Joyce M. Alexander 《Metacognition and Learning》2008,3(1):1-15

The current study sought to understand the relationship between peer discussions and self-regulated learning. Eighty-eight first year high school students answered questions from the Motivated Strategies for Learning Questionnaire and reported the perceived frequency of discussions with peers both inside and outside of the classroom regarding self-regulated learning. Results suggest that differences exist between the frequency of self-regulation discussions with peers from inside and outside of the classroom, especially for discussions concerning motivation. Discussions with peers outside of class were related more closely to students’ reported self-regulated learning than discussion with peers inside of class. In addition, peer groups with higher average levels of self-regulated learning discussions had individual members with high reported self-regulated learning. The study’s results also highlight the need for further research on the mechanisms by which peer discussions may relate to students’ self-regulated learning.  相似文献   

Physician Associate Students' Experience of Anatomy Dissection     

Jane C. Holland  Róisín Ní Dhónaill  Maeve Clarke  Pauline Joyce 《Anatomical sciences education》2021,14(1):52-61

The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50 years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub-themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program.  相似文献   

Attitudes of Anatomy Students toward Commemorations for Body Donors: A Multicultural Perspective     

Joyce El-Haddad  Tania Prvan  Goran Štrkalj 《Anatomical sciences education》2021,14(1):89-98

Many medical schools practice commemorative ceremonies to honor body donors. Attitudes of medical education stakeholders toward these ceremonies have not yet been fully investigated. The aim of this study was to explore anatomy students' attitudes toward commemorations at a multicultural institution which has not introduced these ceremonies yet. A survey was carried out on different groups of anatomy students that were exposed and not yet exposed to human remains. The survey was used to record basic demographic data from the respondents, ask if they would support the establishment of an anatomy commemoration and in which format. A total of 756 anatomy students participated in the survey (response rate 69.8%). The majority (76.3%) were in favor of introducing a commemoration for donors. The associations of students' gender, attitude toward body donation, and level of exposure to human remains with attitudes toward commemoration for donors were identified (P < 0.05), whereas ethnicity and religion seemed to have no influence on attitudes (P > 0.05). Most students believed that anatomy staff and students should organize the commemoration. There was a preference for the commemoration to be secular with revealed identities of donors, and not recorded for social media. The support for the establishment of commemorations transcended cultural and religious differences and confirmed students' respectful attitude toward donors. Anatomy commemorations seem to have potential not only to engage students with one another, and donor families, but also to pave the way for students to become life-long ethical and empathetic learners and practitioners.  相似文献   

IV. Narratives of Adoptive Parents: Perspectives from Individual and Couple Interviews     

Harold D. Grotevant  Deborah Lewis Fravel  Dean Gorall  & Joyce Piper 《Monographs of the Society for Research in Child Development》1999,64(2):69-83

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