Philosophical and scientific conceptions of nature and the place of responsibility     

J. Götschl 《International Journal of Science Education》2013,35(3):288-296

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The graduate assistant looks at himself     

Ronald R. Allen 《Communication Studies》2013,64(2):47-50

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Her Majesty's Inspectorate     

J. Myron Atkin 《牛津教育评论》2013,39(2):257-262

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FROM DOUBLE JEOPARDY TO DOUBLE INDEMNITY: SUBTLETIES OF TEACHING INTERDISCIPLINARY GERIATRICS     

Theresa J. K. Drinka 《Educational gerontology》2013,39(6):433-449

Each of the fields of geriatrics and interdisciplinary practice intensifies the usefulness and effectiveness of the other. Combining geriatrics and interdisciplinary practice also magnifies the complexity of two singularly complex fields. However, the subtle reasons for their complexity may escape the understanding of clinicians, educators, policy makers, and administrators. Attempting to treat older patients who have complex problems while ignoring common principles of geriatrics and teamwork can cause a kind of double jeopardy. It can potentially harm the patient and decrease the provider's sense of mastery. Training either students or health care providers to appreciate the interactions and the complexities of these two fields could produce a double indemnity for the health care system and for older persons who need health care. It requires recognizing subtle factors like the barrier of presumed knowledge, the interpretation of the meaning of function, frailty, the lure of medical technology, professional hierarchies, diverse views of disease, and the myth of insufficient evidence.  相似文献   

Models in physics: perceptions held by final‐year prospective physical science teachers studying at South African universities     

J. J. A. Smit  M. Finegold 《International Journal of Science Education》2013,35(5):621-634

Abstract

The nature of physics as a scientific discipline is largely determined by the models of reality it utilizes. It is therefore appropriate that teachers of physics have a sound knowledge of the origin and nature of these models, their functions and the role they play in the development of the discipline. The results of a study with regard to the perceptions of models held by prospective physical science (a combination of physics and chemistry) teachers studying at South African universities are reported in this paper. The overall conclusion drawn from the study is that these students are far from prepared to incorporate models properly in their teaching. General misconceptions about models have also been identified. These misconceptions can have far‐reaching effects on the structuring of the physics knowledge of pupils exposed to them.  相似文献   

Approaches to the teaching of STS in science education     

Peter J. Fensham 《International Journal of Science Education》2013,35(4):346-356

The Science, Technology and Society movement is a movement within higher and school education that seeks to bring the science education of students at these respective levels more closely to their needs as members of increasingly technological societies.

As far as school science education is concerned, two parallel developments have been occurring since the mid 1970s. The first is an evolving conception of the ways in which these interactions between Science, Technology and Society may be dealt with in science education. The other is the development of text and other curriculum materials that provide assistance for teachers wishing to teach science with these emphases. This paper outlines these two developments and brings them together by using an epistemological typology from the first to classify the varieties of curriculum materials now available.  相似文献   

Guest Editorial     

Samantha J. Gust 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4)

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PROSPECTIVE MEMORY TRAINING IN OLDER ADULTS     

Iris W. Schmidt  Ina J. Berg  Betto G. Deelman 《Educational gerontology》2013,39(6):455-478

This study evaluates the results of a training program for prospective remembering. The goal of the training was to improve prospective memory by associating cues from the retrieval situation with the to be remembered information. The training group consisted of 20 participants, aged between 45 and 81 years. The effects of strategy training were compared with those of an educational training group (N = 23 , age range 45-84) directed at reducing worries about forgetfulness, and a retest control group (N = 22 , age range 46-74). The educational training and retest control groups did not differ in demographic characteristics and test performance and were combined into one control group. Subjective evaluations revealed that subjects were very satisfied with the effects of training. This also was true for subjects in the educational training condition. The objective effects of training were evaluated with a telephone task which had to be performed in the daily life situation, and a prospective categorization task performed in the laboratory. Despite the low reliabilities of the prospective tasks, a significant but small effect of training compared to the combined control group was found on the sum score of prospective tests. The training effect was not related to age or pretraining performance level. At the three months follow-up, however, performance of the control group had increased to the level of the trained group. As expected, training effects did not generalize to other memory measures (assessed with tests for remembering names) or control measures (assessed with visuo-motor reaction time tests).  相似文献   

THE JEWISH CENTER AND GROUP WORK     

Edwin D. Starbuck∗  J. M. Artman∗ 《Religious education (Chicago, Ill.)》2013,108(2):72-83

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The Innovative School: Organization and Instruction     

Deborah Cutchin  J. Sharon Sherman 《School Effectiveness & School Improvement》2013,24(3):347-352

Researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided.  相似文献