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11.
New Zealand has had a national school science curriculum for more than 80 years. In the past the evolution content of this
document has varied, and has at times been strongly influenced by creationist lobby groups. The ‘new’ science curriculum,
to be fully implemented in 2010, places much greater emphasis than before on understanding evolution, and also on teaching
the nature of science. Interplay between the two can potentially improve student understanding of the culture and processes
of science in general and evolutionary theory in particular. While the explicit use of the word ‘evolution’ highlights its
significance, it is necessary to provide both resources and pedagogical guidelines to support teachers in dealing with this
important topic. 相似文献
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This longitudinal study combined, in a single study, different aspects of children's knowledge about mental phenomena and thus could investigate relations among the development of language, theory of mind, and later metamemory. In total, 183 German children were tested at ages 3, 4, and 5. Each time of testing included a set of theory-of-mind tasks, a battery of language development, and additionally, at Time 3, a set of metamemory questions. The findings demonstrate strong relationships between children's language abilities and their theory of mind (both first- and second-order false beliefs). Moreover, both theory-of-mind and language competencies significantly predicted later metamemory, with their relative contribution changing over time. Language may influence metamemory developmentally both directly and indirectly (through theory of mind). 相似文献
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Joachim Scholz Kathrin Berdelmann 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):92-103
AbstractThe outbreak of the First World War had a powerful impact on German schools. Undoubtedly, schools were institutions of socialisation that did offer support to the war. Indeed, research has shown that a specific “war pedagogy” made an aggressive propaganda possible in the classroom. This research usually emphasises the enthusiasm for war that swept up teachers and students in schools, as in the rest of the population, in the first few months of the war. However, this emphasis on the war frenzy obscures the fact that schools were not easily transformed into war institutions. Even if schools made a great effort to align themselves with the war effort, they remained independent associations, and soon after 1914, a quotidianisation (akin to routinisation) arose within the schools. To date, source materials that show this lack of influence of wartime propaganda on schools have only been analysed in terms of what they reveal about the deprivations and hardships of schools during the war. However, records from the schools also shed light on the everyday routines that continued during the war, and such evidence calls on scholars to reconsider the conditions in schools in the First World War. This article analyses selected records including school chronicles and exam protocols from the war years and shows that school life was often distinct from war enthusiasm. A more complex view is therefore advocated of the relationship between the First World War and the German school. 相似文献
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Kathrin Bürger Manfred Schmitt Adam A. Augustine 《Zeitschrift für Erziehungswissenschaft》2016,19(1):121-155
Both school achievement goals (mastery, performance approach, performance avoidance goals) and well-being goals (work avoidance, affiliation goals) are important predictors of learning and achievement related outcomes. However, disagreement exists regarding the definition of goals as relatively stable traits versus situational states that react sensitive to contexts. This paper presents the development of an inventory for the assessment of students’ multiple state and trait goals. In Study 1, students (N?=?196) answered the trait items. The results of an exploratory factor analysis indicated the construct validity of the goals. In Study 2, students completed trait and state scales in different weeks (N?=?542) and repeatedly after 12 weeks each. Confirmatory factor analyses as well as correlations with state and trait reference constructs confirmed the convergent and differential validity of both the trait and the state goal factors. The instrument offers a brief, reliable, and valid measure of multiple state and trait goals. Latent state trait analyses revealed that some state goals are surprisingly robust against situational influences and equally stable across time as corresponding trait goals, whereas other goals are more dependent on the learning situation. 相似文献
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We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students. 相似文献
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Prof. Dr. Cornelia Gräsel Kathrin Fussangel Prof. Dr. Ilka Parchmann 《Zeitschrift für Erziehungswissenschaft》2006,9(4):545-561
Zusammenfassung Unsere Interviewstudie vergleicht zwei Gruppen von Lehrkr?ften: (1) Lehrkr?fte, die seit mindestens zwei Jahren an einer schulübergreifenden
„Lerngemeinschaft“ des Projektes „Chemie im Kontext“ teilgenommen haben. Lerngemeinschaften basieren auf den Annahmen der
Theorien des situierten Lernens. Kennzeichnend für sie sind die langfristige Zusammenarbeit und der intensive Austausch von
Lehrkr?ften in Bezug auf die Optimierung des eigenen Unterrichtshandelns. (2) Lehrkr?fte, die an einer Fortbildung zu „Chemie
im Kontext“ teilgenommen haben, die eher traditionell gestaltet war und aus zwei Workshops bestand. Diese Gruppen wurden in
Hinblick auf ihre Kooperationserfahrungen nach Rückkehr an ihre eigenen Schulen und hinsichtlich ihrer überzeugungen zur Kooperation
miteinander verglichen. Die insgesamt 69 Leitfadeninterviews wurden mit Hilfe der Inhaltsanalyse (nach Mayring) ausgewertet. Diese Auswertung kommt zu folgenden Ergebnissen: Insgesamt sind die Lehrer/-innen der Lerngemeinschaftsgruppe
in vielf?ltigere Kooperationsbeziehungen eingebunden. Ihre überzeugungen zur Kooperation sind differenzierter; sie sehen deutlich
st?rker den Nutzen einer arbeitsteiligen Kooperation und ?u?ern deutlicher den Wunsch nach einer Intensivierung der fachlichen
Zusammenarbeit an ihrer Schule. Diese Ergebnisse der Studie weisen darauf hin, dass das Anbieten einer gut funktionierenden
schulübergreifenden Kooperationsstruktur positive Effekte auf die Intensivierung der fachlichen Zusammenarbeit an den Schulen
haben kann.
相似文献
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Kathrin Olsen Abigail Croydon Maria Olson Karl Henry Jacobsen Elizabeth Pellicano 《International Journal of Inclusive Education》2013,17(6):624-638
ABSTRACTThis study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to operate. The extent of the child's participation seemed to relate to what he was doing and who he was with; overall, limited social inclusion amongst peers being achieved. Results indicated that predictable frameworks and teacher support increased participation. We discuss how participation for children with autism can be promoted. Our study points toward the need to extend current adaptations and support to children with autism within the educational settings, to enable a more inclusive practice. 相似文献