Perceived efficacy and attitudes towards genetic science and science governance     

Knight T  Barnett J 《Public understanding of science (Bristol, England)》2010,19(4):386-402

Arguments for public involvement in science and technology are often based on ideas of developing a more capable public and the assumed effects this may have for science. However, such a relationship is yet to be sufficiently explored and recent work indicates that a more involved public may have counterintuitive effects. Using nationally representative survey data for the U.K. and Northern Ireland, the effects of the public's own beliefs about involvement are explored. Developing the concept of "belief in public efficacy," findings suggest those who believe that the public might be able to affect the course of decision making have less approving attitudes towards future applications of genetic science; however, an individual's political efficacy does not significantly influence these attitudes. Furthermore, political efficacy and belief in public efficacy have some distinct and opposing relationships with the principles of governance people prefer. Overall, findings provide support for suggestions that it is simplistic to consider increasing public involvement as a way of increasing the approval of risky new technologies.  相似文献   

Computer-supported aids to making sense of scientific articles: cognitive, motivational, and attitudinal effects     

Julie A. Gegner  Donald H. J. Mackay  Richard E. Mayer 《Educational technology research and development : ETR & D》2009,57(1):79-97

High school students can access original scientific research articles on the Internet, but may have trouble understanding them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students’ comprehension of scientific articles. High school students were asked to read an original scientific research article about the effects of drug or alcohol abuse, which was presented on a computer screen either with computer-based comprehension aids or without aids. The aids provided background text and animations including answers given by the article authors. Across two experiments involving different schools and different research articles, the comprehension aids group performed better than the control group on a comprehension test concerning the article (d = +0.79 in Experiment 1 and d = +0.82 in Experiment 2) and rated the content of article as less difficult to read (d = +0.96 in Experiment 1 and d = +0.69 in Experiment 2). In addition, the comprehension aids group reported more positive motivational beliefs than the control group concerning understanding what scientists do (d = +0.51 in Experiment 1 and d = +0.56 in Experiment 2), appraising the article as worthwhile (d = +0.80 for Experiment 1 and d = +0.70 for Experiment 2), and being interested in reading another research article (d = +0.19 in Experiment 1 and d = +0.58 in Experiment 2). The groups did not differ on their attitudes concerning a career as a scientist or about alcohol and drug abuse. Overall, computer-based comprehension aids can help guide students’ comprehension processes for an original scientific research article, which in turn can improve their appreciation of what scientists do.

Richard E. MayerEmail:

  相似文献   

Revealing the research ‘hole’ of early childhood education for sustainability: a preliminary survey of the literature     

Julie Davis 《Environmental Education Research》2009,15(2):227-241

In 2007, Environmental Education Research dedicated a special issue to childhood and environmental education. This paper makes a case for ‘early childhood’ to also be in the discussions. Here, I am referring to early childhood as the before‐school years, focusing on educational settings such as childcare centres and kindergartens. This sector is one of the research ‘holes’ that Reid and Scott ask the environmental education community to have the ‘courage to discuss’. This paper draws on a survey of Australian and international research journals in environmental education and early childhood education seeking studies at their intersection. Few were found. Some studies explored young children’s relationships with nature (education in the environment). A smaller number discussed young children’s understandings of environmental topics (education about the environment). Hardly any centred on young children as agents of change (education for the environment). At a time when there is a growing literature showing that early investments in human capital offer substantial returns to individuals and communities and have a far‐reaching effect – and when early childhood educators are beginning to engage with sustainability – it is vital that our field responds. This paper calls for urgent action – especially for research – to address the gap.  相似文献   

Editorial     

Sue Ralph  Julie Marshall  Juliet Goldbart 《Journal of Research in Special Educational Needs》2009,9(2):64-65

  相似文献   

敞开数学知识王国之门：美国数学数字图书馆——MathDL     

刘燕权  王晓燕 《数字图书馆论坛》2009,(6):74-77

美国数学学会数字图书馆——MathDL是美国国家科学数字图书馆项目（NSDL）之一。最近一年,该馆成功地整合了两大数字数学资源,将原来的Math Gateway和MathDL合为一体。文章综述了整合的背景及过程,并对整合后数学数字图书馆的框架、资源组织、服务功能与技术的采用等方面做了概要的介绍及评析,同时包括了作者的评估。  相似文献   

The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study   总被引：1，自引：1，他引：0  

Julie Lancaster  Alan Bain 《Asia-Pacific Journal of Teacher Education》2010,38(2):117-128

This study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. For the purposes of the research, the self-efficacy construct was applied specifically to working with students who have inclusive educational needs. The study sought to determine whether there were differential effects of the two approaches – one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course. The implications of the findings are discussed for the design of mandatory inclusive education courses.  相似文献   

Learning through Teaching: Challenges and Opportunities in Facilitating Student Learning in Food Science and Nutrition by Using the Interteaching Approach     

Keiko Goto  Julie Schneider 《Journal of Food Science Education》2010,9(1):31-35

ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles.  相似文献   

Objects and Objectivity: The Evolution Controversy at the American Museum of Natural History, 1915–1928     

Julie Homchick 《Science & Education》2010,19(4-5):485-503

For the purpose of this essay, I examine how evolutionary theory was treated and responded to in the American Museum of Natural History’s Hall of the Age of Man during the early 1900s. Specifically, I examine how the curatorial work of the museum’s president, Henry Fairfield Osborn, relied on the purported use of objectivity as a means by which to communicate the validity of evolutionary theory through the objects in his exhibit. But objectivity represented a resource for anti-evolution critics as well. To show this, I likewise examine how the Baptist pastor, John Roach Straton, responded to Osborn’s objects and purported use of objectivity in the Hall of the Age of Man and how he himself attempted to establish a different type of objectivity through pluralistic approaches to theories of origins. Established as a common value, objectivity ceased to be a simple discriminator between scientists and non-scientists within the debate over evolution. While issues over the teaching of evolutionary theory during this period are already well known, I show here that the controversy over evolutionary theory was not only an issue within public schools during the early 1900s, but also within the museum as an institute of public education and how the rhetorical role of objects and space were critical components of argument for both evolutionists and creationists.  相似文献   

On my honor: creating space for thinking and living Girl Scouts differently in (post)colonial Hawai‘i     

Patricia Espiritu Halagao  Julie Kaomea 《Gender and education》2018,30(7):866-881

Girl Scouts aims to foster leadership by encouraging girls to discover themselves, make connections, and take action to make the world better. This paper chronicles the five-year journey of eight professional mothers of color who sought to provide their daughters with a space to ‘think and live differently’ as Girl Scouts and young women of color in (post)colonial Hawai‘i. Through questionnaires and a semi-structured focus group interview, mothers reflect on their original intentions to create a ‘safe space’ for their daughters to engage with the politics of gender, race, and class and to rethink, review, and rework their identities. Mothers’ reflections reveal success in creating safe spaces for the critical analysis of gender, but comparatively less success in critical analyses of race and class – a phenomenon that the mothers suggest may have been complicated by (1) the enduring myth of Hawai‘i as a multicultural paradise, (2) Girl Scouts’ assimilationist history, and (3) the mothers’ own relatively privileged positions.  相似文献   

Environmental education professional development for teachers: A study of the impact and influence of mentoring     

Julie Ernst  Deanna M. Erickson 《The Journal of environmental education》2018,49(5):357-374

Rivers2Lake helps teachers learn to provide watershed educational experiences for students through a summer institute followed by mentoring. Teacher focus groups were conducted to investigate the impact of mentoring, as well as toward understanding what was influential in bringing about those impacts. Mentoring impacted teachers in affective ways and helped them use what they learned at the institute. The influential nature of the mentoring may be due to the mentors providing a sense of accountability, personalized support, as well as encouragement of reflection and assistance with navigating barriers. Teachers also articulated qualities of effective mentors: invested, flexible, and responsive. With teachers varying in the degree to which they felt they could continue R2L implementation without the support of mentors, implications are discussed.  相似文献