Knowing,Believing, and Understanding: What Goals for Science Education?   总被引：2，自引：1，他引：2  

Smith  Mike U.  Siegel  Harvey 《Science & Education》2004,13(6):553-582

Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this...  相似文献   

Task Analysis: The Missing Link in Evaluating Teacher Performance     

Laurence Siegel 《Asia-Pacific Journal of Teacher Education》1977,5(2):130-141

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A follow-along study of participants in a longitudinal transition program for youths with mild disabilities.     

S Siegel  M Robert  M Waxman  R Gaylord-Ross 《Exceptional children》1992,58(4):346-356

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Foundational issues in evolution education   总被引：1，自引：0，他引：1  

Mike U. Smith  Harvey Siegel  Joseph D. McInerney 《Science & Education》1995,4(1):23-46

There is a great need for effective evolution education. This paper reviews some of the evidence that demonstrates that need and analyzes some of the foundational semantic, epistemological, and philosophical issues involved. This analysis is used to provide a functional understanding of the distinction between science and non-science. Special emphasis is placed the scientific meaning of the terms theory, hypothesis, fact, proof, evidence, and truth, focusing on the difference between religious belief and acceptance of a scientific theory. Science is viewed as theologically neutral and as not mutually exclusive from religion. Finally, a number of practical recommendations to the classroom biology teacher are presented.  相似文献   

Exploring Effectiveness of Classroom Assessments for Students’ Learning in High School Chemistry     

Izci  Kemal  Muslu  Nilay  Burcks  Shannon M.  Siegel  Marcelle A. 《Research in Science Education》2020,50(5):1885-1916

Research in Science Education - New notions of science teaching and learning provide challenges for designing and using classroom assessment. Existing assessments are not effective in assessing and...  相似文献   

Striving for equitable classroom assessments for linguistic minorities: Strategies for and effects of revising life science items     

Marcelle A. Siegel 《科学教学研究杂志》2007,44(6):864-881

Striving for equitable assessments that can contribute to classroom learning for linguistic minorities is a goal of increasing importance as the national population of English language learners continues to rise. This study investigated classroom assessments for English learners in middle school life science courses in two California schools. A framework for equitable classroom assessments, “McCes—Sounds like Success,” was used to refine and evaluate assessments in the study. Ways to improve two written assessments for advanced English learners were developed through teacher research and tested with a pretest/posttest design. Eleven changes to the items were developed, such as adding visual supports and dividing prompts into smaller units. Regression analyses of raw and Rasch modeled data from the pretest/posttest showed that both English only students and advanced English learners scored significantly better on the modified classroom assessments. A new perspective on validating equitable classroom assessments as opposed to standardized assessments for English learners is discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 864–881, 2007  相似文献   

Student attitudes toward closed-circuit instructional television     

Howard M. Bobren  Sheldon L. Siegel 《Educational technology research and development : ETR & D》1960,8(3):124-128

Summary The objectives of this study were to examine (1) the relative effectiveness of closed-circuit television for classroom teaching compared to conventional teaching and (2) the acceptability of closed-circuit television teaching to the students. A course was offered both by closed-circuit television and by conventional teaching. Students within each group were asked to rate the course and other related concepts. In addition, their examination grades were obtained. No differences were found with respect to performance. The students taught via television rated the course and their instructors relatively lower than those who received conventional instruction. Howard M. Bobren is assistant to the director, Institute of Communications Research and Sheldon L. Siegel is research assistant, College of Education, both at the University of Illinois.  相似文献   

The Generalizability of Critical Thinking     

Harvey Siegel 《Educational Philosophy and Theory》1991,23(1):18-30

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非国有经济在陕西经济发展中的作用及定位     

尚艾芳  耳关 《渭南师范学院学报》2002,17(4):7-9

大力发展非国有经济，对加快陕西开发，促进陕西国有经济体制改革、 陕西人思想观念的转变、陕西产业结构的调整，抑制陕西利益的流失等都有重大作用。  相似文献   

Subtypes of developmental dyslexia: The influence of definitional variables   总被引：1，自引：0，他引：1  

Linda S. Siegel  Ellen B. Ryan 《Reading and writing》1989,1(3):257-287

The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with

1.	inadequate phonics skills,
2.	inadequate word recognition skills,
3.	adequate word recognition skills but low reading comprehension scores, and
4.	adequate word recognition scores but a slow reading speed.

These children were compared with children who had normal reading scores. Children with deficits in phonics and/or word recognition scored significantly below normal on all the cognitive tests, except some of the visual-spatial tasks. Reading comprehension difficulties were characterized by average phonics, word recognition, and language skills but below average scores on some memory tasks. Slow readers had cognitive profiles similar to the normal children. The presence of a deficit in phonics and/or word recognition constituted the basis of the most serious impairment of language and memory functioning. Reading disabled children, defined in this manner, appear to be reasonably homogeneous in regard to the presence of language and memory problem. There does not appear to be evidence for a distinctive non-language impaired subtype within this type of reading disability. Children with low comprehension scores and/or slow readers did not have language problems. The definition of a reading disability appears to determine the subtypes and characteristics of reading disability that will emerge.  相似文献