Science Centres： A Resource for School and Community     

Miranda Pilo  ;Alfonso Mantero  ;Antonella Marasco 《美中教育评论》2011,(1):80-88

We present a science centre established in Genoa on an agreement between Municipality of Genoa and Department of Physics of University of Genoa. The aim is to offer children, young people and community an opportunity to approach science in a playful way. The centre staffs guide the visitors through the exhibits, attracting their interests towards the most amusing aspects of the phenomena. According to the principles of constructivism, kids and children are encouraged to handle objects, play with geometrical shapes, observe materials collected from natural and human environment and make ＂discoveries＂, and students can take advantage of the visit and from the exhibits to study in depth a specific topic afterwards in their class, thus preventing the aridity of a purely formal presentation of the discipline, while a general public can realize how much science affects people＇s lives, enjoy its fun aspects and meet scientists during special events.  相似文献   

Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences     

Lei Chang  Miranda C. K. Mak  Tong Li  Bao Pei Wu  Bin Bin Chen  Hui Jing Lu 《Educational Psychology Review》2011,23(1):99-129

Much research has been conducted to document and sometimes to provide proximate explanations (e.g., Confucianism vs. Western philosophy) for East–West cultural differences. The ultimate evolutionary mechanisms underlying these cross-cultural differences have not been addressed. We propose in this review that East–West cultural differences (e.g., independent versus interdependent self construal; autonomy versus harmony in values; hierarchical versus egalitarian relationships) result from social learning and individual learning as primary means to adapt to the local environment. Historical and contemporary evidence from multiple sources is reviewed that indicates smaller extents of environmental variability in East Asia including China than in Europe and North America, favoring social learning in the East and individual learning in the West. Corresponding to these different adaptive strategies, East–West differences stem from learning styles that differ between copying and rote memorization, on the one hand, and critical thinking and innovative problem solving, on the other hand. These primary cultural differences are correlated with such personality attributes as conformity, compliance, and independence that serve to facilitate social or individual learning. This and other cross-cultural and educational psychological research is reviewed as evidence to support our evolutionary explanation of why Eastern and Western cultures differ in the ways in which they do.  相似文献   

Video Feedback in Education and Training: Putting Learning in the Picture     

Ruben Georges Fukkink  Noortje Trienekens  Lisa J. C. Kramer 《Educational Psychology Review》2011,23(1):45-63

This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE = 0.07). The effects of training were greater for programs working with a standard observation form of target skills that were central to the program. Results were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored using event sampling. Finally, recommendations are made for video feedback design and for future research.  相似文献   

NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

  相似文献   

Facilitating self-directed learning (SDL) and satisfaction with SDL among pre-university students     

Miranda P. Yeoh  Enzo Ierardi  Ljubomir A. Jacić 《Educational studies》2017,43(5):584-599

The aim of the study was to evaluate our practice of self-directed learning (SDL) among pre-university students in Malaysia. Respondents provided data on their previous school learning experiences besides present SDL experiences in college. We carried out exploratory factor analysis based on the school data. We did a confirmatory factor analysis using College SDL experiences of students. Given high similarities between the measurement models, we decided to use the original structure of the instrument. Students provided feedback using a questionnaire based on Prociuk’s. A large majority declared that they needed SDL experiences which they lacked while at school. The study also showed that students had rated their SDL experiences in college more positively than in school, on four factors of SDL experiences. Pearson correlations showed that “knowledgeable and organised teachers” and “promotion of active learning” correlated significantly with students’ current satisfaction with SDL in college.  相似文献   

Francisco Maestas et al. v. George H. Shone et al.: Mexican American Resistance to School Segregation in the Hispano Homeland, 1912–1914     

Ruben Donato  Gonzalo Guzmán  Jarrod Hanson 《Journal of Latinos & Education》2017,16(1):3-17

The authors in this article argue that the Francisco Maestas et al vs. George H. Shone et al (1914) case is one of the earliest Mexican American challenges to school segregation in the United States. Unidentified for over a century, the lawsuit took place in southern Colorado, a region of the nation where Mexican Americans have deep historical roots. This case was unique because the racial background and linguistic needs of Mexican American children were contested. First, plaintiffs (Mexican Americans) argued their children were racially distinct as Mexicans and used the Colorado Constitution to challenge segregation because the state prohibited public schools from classifying and distinguishing children based on color and race. Defendants (school board members and the superintendent) countered that Mexican American children were Caucasian and claimed they were no different from other White children in the school district. Second, school district officials maintained that non-English speaking Mexican American children were placed in a separate school in order to serve their linguistic needs. The district court judge discovered that school officials had created a policy that sent all Mexican American children to the separate school. To the extent that many Mexican American children were English speaking, the district court judge ruled in favor of Francisco Maestas on the grounds that school officials could not prevent English-speaking Mexican American children from attending schools of their choice in general and schools that were closer to their homes in particular.  相似文献   

Mathematics education and learning disabilities in Spain   总被引：1，自引：0，他引：1  

Casas AM  Castellar RG 《Journal of learning disabilities》2004,37(1):62-73

In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.  相似文献   

Academic Library Service to Domestic Violence and Sexual Assault Survivors     

Miranda Dube 《Public Services Quarterly》2013,9(2):183-192

  相似文献   

Articulation and Transfer for Career and Technical Students: Best Practices for Dealing with Real and Perceived Barriers to Baccalaureate Degree Attainment for Applied Science Students     

Mark Fincher  Chris Kelly  Miranda Harrison  Zachary Harrison  Danielle Hopson  Selah Weems 《Community College Journal of Research & Practice》2013,37(8):531-535

ABSTRACT

Community colleges produce large numbers of high quality graduates from career and technical programs. These programs are often of high academic rigor and quality. However, most universities view these Applied Associates of Science (AAS) as being terminal associate's degrees that are not appropriate for transfer. Regional accrediting standards are often cited as the reason for this differentiation. The reality is that institutional policies often simply dismiss AAS courses by their prefix to simplify the process. This study and presentation will explore the reality of what is allowed by accrediting bodies in transferring AAS courses and best practices for facilitating the maximum allowable course transfer.  相似文献   

Effects of early childhood education training and video interaction guidance on teachers’ interactive skills     

Lisanne Jilink  Ruben Fukkink  Sanne Huijbregts 《Journal of Early Childhood Teacher Education》2013,34(4):278-292

ABSTRACT

Research has demonstrated that teachers working in early childhood education and care (ECEC) are proficient in offering emotional support to young children, but markedly weaker when it comes to instructional support. We conducted a controlled experimental study in the Netherlands, to investigate the effects of targeted in-service training on improving teachers’ instructional support. Teachers (N = 72) were randomly assigned to four conditions: an intensive early childhood education (ECE) training (N = 17), video interaction guidance (VIG) (N = 16), a combination of both training programs (N = 18), or a control condition with no training (N = 21). Teachers’ interactive skills were measured pre- and postintervention, according the scales of the Caregiver Interaction Profile (CIP). The ECE training improved the proficiency of teachers’ verbal communication and offering developmental stimulation. VIG proved to be effective in teachers’ fostering positive peer interactions between children. Intensive and targeted training can successfully improve the quality of teachers’ instructional support in ECEC settings, although more research on effective elements of professional development of ECEC teachers is needed.  相似文献