An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline     

Judith Lederman  Norman Lederman  Selina Bartels  Juan Jimenez  Mark Akubo  Shereen Aly  Chengcheng Bao  Estelle Blanquet  Ron Blonder  Mariana Bologna Soares de Andrade  Catherine Buntting  Mustafa Cakir  Heba EL-Deghaidy  Ahmed ElZorkani  Estelle Gaigher  Shuchen Guo  Arvi Hakanen  Soraya Hamed Al-Lal  Cigdem Han-Tosunoglu  Annemarie Hattingh  Anne Hume  Serhat Irez  Gillian Kay  Ozgur Kivilcan Dogan  Kerstin Kremer  Pi-Chu Kuo  Jari Lavonen  Shu-Fen Lin  Cheng Liu  Enshan Liu  Shiang-Yao Liu  Bin Lv  Rachel Mamlok-Naaman  Christine McDonald  Irene Neumann  Yaozhen Pan  Eric Picholle  Ana Rivero García  Carl-Johan Rundgren  David Santibáñez-Gómez  Kathy Saunders  Renee Schwartz  Frauke Voitle  Jakob von Gyllenpalm  Fangbing Wei  Jocelyn Wishart  Zhifeng Wu  Huang Xiao  Yalcin Yalaki  Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.  相似文献   

Statistical estimates of learners�� judgments about knowledge in calibration of achievement     

Philip H. Winne  Krista Renee Muis 《Metacognition and Learning》2011,6(2):179-193

In theoretical models of self-regulated learning, calibration is one important component in successful learning. Two issues of calibration are explored. First, Nelson (1987) suggested the G (gamma) coefficient is the most appropriate measure of calibration (judgment accuracy) and rejected signal detection theory’s d′ statistic because data commonly challenge distributional assumptions. We empirically examined this issue, comparing G and d′. Second, we examined whether a learner’s calibration varies across three domains of knowledge: general, word, and mathematics. A sample of 266 university students volunteered to participate in the study. Participants were selected from various undergraduate and graduate courses. Participants first answered demographic items. Then they completed three knowledge tests (general, word, and mathematics) and judged correctness for each answer provided. Order of domains was randomly counterbalanced among participants. Results show that d′ is a valid measure of calibration, that assumptions about underlying distributions can be tested, and that preliminary evidence suggests that d′ may be a superior measure of accuracy compared to G. Finally, calibration varied by domain.  相似文献   

Guidance and education,an analysis of young peoples’ discontinuous school pathways: the guidance-oriented approach of educational institutions     

Aisenson  Gabriela  Legaspi  Leandro Pablo María  Valenzuela  Viviana  Czerniuk  Renee  Miguelez  Violeta Vicente  Moulia  Lourdes  Larriba  Gerardo  Solano  Lila  Alonso  Diego Eduardo 《International Journal for Educational and Vocational Guidance》2022,22(3):739-758

International Journal for Educational and Vocational Guidance - This article presents results of an investigation that explored the school pathways of young Argentine unskilled workers without a...  相似文献   

Why are Women Underrepresented in Elite Colleges and Universities? A Non-Linear Decomposition Analysis     

Rob Bielby  Julie Renee Posselt  Ozan Jaquette  Michael N. Bastedo 《Research in higher education》2014,55(8):735-760

The emerging female advantage in education has received considerable attention in the popular media and recent research. We examine a persistent exception to this trend: women’s underrepresentation in America’s most competitive colleges and universities. Using nationally generalizable data spanning four decades, we evaluate evidence for three possible explanations. First, we analyze whether men’s academic profiles more closely match the admissions preferences of elite institutions. Next, we consider organizational preferences for male applicants. Finally, we test whether women self-select out of elite institutions through their application choices. Using Blinder–Oaxaca non-linear decomposition techniques and multinomial logistic regression, we find that men’s advantage in standardized test scores best explains the enrollment gap. Our analyses thus suggest that the gender enrollment gap in elite colleges and universities is a matter of access, not student choice. We discuss the implications of these results for educational equity and college admissions.  相似文献   

What's sexy? Adolescent girls discuss confidence,danger, and media influence     

Sharon Lamb  Kaelin M. Farmer  Elena Kosterina  Susan Lambe Sariñana  Aleksandra Plocha  Renee Randazzo 《Gender and education》2016,28(4):527-545

Building on qualitative research about sexualisation by media and culture and the impact on girls' development, in this article we present a discourse analysis of three focus groups of teen girls of colour and of diverse ethnicities asked to talk about sexiness. We focus on the ways the girls both support and resist hegemonic discourses about femininity and sexuality as well as on the discursive strategies used by the girls to separate sexiness from lack of respectability and present themselves as both knowing consumers of media and passive responders. The girls constructed sexiness in three ways that we refer to as interpretive repertoires and analyse each for paradoxes, contradictions, and resistance to mainstream conceptualisations of sexiness. These are sexy as confident; disadvantages and advantages to sexy; and sexy as sold to you.  相似文献   

Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry     

Mesci  Günkut  Schwartz  Renee S.  Pleasants  Brandy Ann-Skjold 《Science & Education》2020,29(2):263-297

Science & Education - The goal of this study was to explore the influencing factors of pre-service science teachers’ pedagogical content knowledge (PCK) for targeted aspects of nature of...  相似文献   

Negative instructor communication behaviours: exploring associations between instructor misbehaviours and the classroom learning environment     

Kaufmann  Renee 《Learning Environments Research》2020,23(2):185-193

Learning Environments Research - Given the array of positive outcomes associated with building and maintaining a positive learning environment, the purpose of this study was to explore associations...  相似文献   

留学申请中的一些问题     

Renee 《中国大学生就业》2002,(7):65-68

前面谈到,决定留学是否成功的两个基本条件是"财"和"才",至少应具备其中之一,留学才具有可能性.对于绝大部分大学生同学来说,他们的"才"是不低,但又难以到达让别人给奖学金的水平,所以'财"的问题好象更为突出.因为这一条件的制约,上文提到的留学几个热门国家和地区中,欧洲大陆尤其是法国、德国应该是大部分大学生同学们的重点考虑目标.  相似文献   

Bridging the Research-to-Practice Gap in School-Based Consultation: An Example Using Case Studies     

David Barnett  Renee Hawkins  F. Edward Lentz Jr. 《Journal of educational and psychological consultation》2013,23(3):175-190

Intervention integrity or adherence describes qualities of carrying out an intervention plan and in research is fundamentally linked to experimental validity questions addressed by measurement of independent and dependent variables. Integrity has been well described in conceptual writing but has been a continuing thorny subject in research and practice with some possibility of misunderstandings. In consultation practice, in contrast to research, adherence questions may be best viewed as a triage situation in that teams examine risks and costs of decisions and plan for sufficient intervention implementation checks accordingly. Furthermore, in consultation practice the measurement of intervention adherence is not necessarily needed for internal validity arguments if internal validity evidence is a key characteristic of prior research used in problem solving. However, adherence estimates remain critical for many aspects of decision making. As much thought and resources may be dedicated to the measurement of intervention adherence as are dedicated to the measurement of dependent variables or outcome measures for both consultation practice and research depending on the decision purpose.  相似文献   

Validating racism and cultural respect: testing the psychometric properties and educational impact of perceived discrimination and multiculturation for Indigenous and non-Indigenous students     

Gawaian Bodkin-Andrews  Virginia O'Rourke  Renee Grant  Nida Denson  Rhonda G. Craven 《Educational Research and Evaluation》2013,19(6):471-493

Within the field of quantitative research, the diverse and negative effects of racial discrimination have become increasingly documented across a number of outcome variables (including physical, mental, and social wellbeing); however, research on the direct effects of racism is less evident within educational settings. The present investigation explored the negative impact of perceived racial discrimination, in addition to perceptions of cultural respect (Multiculturation) on both objective (e.g., student grades) and subjective (e.g., importance of school) schooling outcomes for a sample of Indigenous Australian and non-Indigenous Australian high school students. Perceived racial discrimination was found to be one of the strongest negative predictors of a number of outcomes for Indigenous Australian students, and Multiculturation was also found to have substantial positive relations with the subjective schooling outcomes for the same group of students. That the results were also generalisable to the non-Indigenous students suggests that attempts to combat racism and promote respect may benefit all members of society.  相似文献