Using Robotics to Motivate ‘Back Door’ Learning     

Marian Petre  Blaine Price 《Education and Information Technologies》2004,9(2):147-158

This paper suggests that robotics can provide a vehicle for guiding primary and secondary school children toward an effective understanding of programming and engineering principles. It observes that children find robotics stimulating and motivating, and that their interest in, and focus on, making the robot do what I want leads them via the back door to learn about programming and engineering in a way that is both well-grounded and generaliseable.These observations arise from empirical studies of children participating in robotics competitions: we conducted observations and interviews with all the participating teams at two robotics events (one regional, one international), and we followed one young robotics team in a case study. The children had almost all built their robots using LEGO MindStorms for specific competitions, with soccer, rescue and dance events. The children typically worked in teams, building robots as an extra-curricular activity supported by a teacher/mentor. The children came from a variety of educational and social backgrounds.The paper considers what makes robotics motivating to children, including children who are not considered technically oriented. It describes learning that has emerged from children's experiences in building and programming robots. It describes examples of children learning subjects that they previously considered difficult and inaccessible, in order to solve problems in robotics. It describes examples of children identifying and understanding principles, concepts, and elements of practice that are fundamental to programming and engineering. It describes further how secondary school students working in teams learned that this programming and engineering knowledge has a social context.  相似文献   

Factors in Decisions of Underrepresented Minorities to Forego Science and Engineering Doctoral Study: A Pilot Study     

Brazziel  Marian E.  Brazziel  William F. 《Journal of Science Education and Technology》2001,10(3):273-281

The research described here comprised a pilot study that attempted to identify the factors in decisions of highly capable students from underrepresented minority groups to forego study for science or engineering doctorates. Underrepresented students are defined as Blacks, Hispanics, and Indians. While these groups will soon comprise 30% or more of the population, they receive only 5% of the S & E (Science and Engineering) doctorates. The research was completed under NSF (National Science Foundation) grant no. REC 9908861. The research built on a previous NSF study (RED-9355867) that identified the most effective colleges and universities in the country in the preparation of Black, Hispanic, and Indian science and engineering students for study toward the PhD degree. One of the major concerns raised during the site visits to the top 10 institutions serving these groups was the loss of capable students to other careers. The study obtained information from minority graduates about factors impacting persistence to graduate studies in science and engineering and solicited suggestions for attracting more people like themselves to S & E doctoral study. Twelve underrepresented minority S & E graduates who decided to forego doctoral study in favor of other pursuits. Themes emerging from these conversations regarding reluctance to pursue advanced study included the following: concern for ability to finance such study; weaknesses in advisement practices and systems; lack of full knowledge, early on, about the rewards of doctoral employment; and concern about opportunities for employment after graduation. Suggestions proffered for attracting more underrepresented minorities to S & E doctoral study included the following: early socialization of youngsters into the world of science and its practice; expanded funding for scholarships and fellowships; expanded outreach by colleges and universities; expanded efforts by churches and community groups and deeper commitments by colleges and universities.  相似文献   

Neighborhood Press and Immigration     

Eduard Fabregat  Pilar Medina-Bravo  Marian Meyers 《Journalism Practice》2019,13(5):602-619

This research studied the way immigration is depicted by the neighborhood press of Barcelona. Mainstream media tend to give visibility to immigrants when problems arise. Through this visibility based on problems, and the processes of framing, a virtual social identity is constructed and given to the immigration population. However, the neighborhood press of Barcelona, inscribed within the Catalan regional press’ own idea of journalism, offers a different approach to this issue due to its history, neighborhood and commitment to the region. Through a frame analysis, three main frames gave a depiction of the immigrants different from the one the mainstream media use. The results show that this differentiated depiction still stereotypes immigrants while not granting them enough visibility even when there is no blaming or attack. In this sense, while accounting for the differences, the neighborhood press of Barcelona misses a chance of depicting immigration in a more accurate way.  相似文献   

Muslim women and sport     

Joan Marian Fry 《Sport, Education and Society》2013,18(1):127-129

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Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations     

Camillia Matuk  Kayla DesPortes  Anna Amato  Ralph Vacca  Megan Silander  Peter J. Woods  Marian Tes 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1159-1178

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CONFINED QUEST FOR CONTINUITY: THE CATEGORICAL VERSUS CONTINUOUS NATURE OF ATTACHMENT     

Marinus H. van IJzendoorn  Marian J. Bakermans‐Kranenburg 《Monographs of the Society for Research in Child Development》2014,79(3):157-167

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Thinking aloud: children's interactions with text     

Marian Sainsbury 《Literacy》2003,37(3):131-135

This article describes a small‐scale exploratory study in which young children were taught to think aloud as they read, revealing some of their thought processes as they made sense of the text. The children spontaneously made predictions, adjusted their understanding, entered imaginatively into the characters' feelings and related their reading to events in their own experience. They had difficulty, though, in appreciating a surprise ending. The think‐aloud method proved fruitful for research purposes and could offer valuable insights to teachers.  相似文献   

Schedule-induced behavior in rats: Pellets versus powder     

Charles H. M. Beck  Thomas J. S. Huh  Dave G. Mumby  Marian E. Fundytus 《Learning & behavior》1989,17(1):49-62

Food-deprived rats develop polydipsia on an intermittent schedule (fixed time 60 sec) of food pellet delivery, but not on an identical schedule of food powder delivery. This result was demonstrated with separate groups receiving each type of food and was replicated using rats as their own controls. Powdered food not only prevented the development of polydipsia, but it abruptly terminated ongoing polydipsia in rats that were switched from the scheduled delivery of pellets to powder. Ethological analysis of the behavior showed that the rats receiving powder were not engaging excessively in some behavior other than drinking. After discounting several factors, we concluded that the amount of oral activity associated with feeding, which occurred immediately after food delivery, was reciprocally related to the level of drinking.  相似文献   

African American women and violence: gender,race, and class in the news     

Marian Meyers 《Critical Studies in Media Communication》2013,30(2):95-118

This study uses discourse analysis to examine the representation of violence against African American women in local TV news coverage of Freaknik, an annual “spring break” ritual that drew African American college students from throughout the country to Atlanta, Georgia in the 1990s. It draws on Black feminist theory in its examination of the ways that gender, race, and class intersected to shape the representation of the victims, the perpetrators, and the violence. The results indicate that the convergence of gender, race, and class oppressions minimized the seriousness of the violence, portrayed most of its victims as stereotypic Jezebels whose lewd behavior provoked assault, and absolved the perpetrators of responsibility. Coverage also reinforced race and class stereotypes by representing locals as underclass troublemakers prone to crime while students were linked to law‐abiding, middle class values and norms. In demonstrating the utility of addressing the intersectionality of gender, race, and class, this study argues that such an approach is necessary to the study of representation.  相似文献   

WHY TEACH? PROSPECTIVE TEACHERS’ REASONS FOR ENTERING THE PROFESSION     

Marian B. Phillips  J. Amos Hatch 《Journal of Early Childhood Teacher Education》2013,34(3):373-384

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