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Science & Education - How do different components of a learning environment contribute to learning in science? The study examines the contribution of laboratory experiments and computer model... 相似文献
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“Complex systems” is a general-purpose reasoning scheme, used in a wide range of disciplines to make sense of systems with many similar entities. In this paper, we examine the generality of this approach in learning chemistry. Students' reasoning in chemistry in terms of emergent complex systems is explored for two curricula: a normative and a complexity-based one, so that the interaction could be examined under both the conditions. A quasi-experimental pretest-intervention-posttest comparison group design was used to explore student's learning, complemented with interview data. The experimental group (n = 47) studied the topic of gases with a complexity-based curriculum. A comparison group (n = 45) studied with a normative curriculum for the same duration. Students' answers to questionnaires were coded with a complexity-based approach that included levels (distinguishing micro- and macro-levels), stochastic particle behaviors, the emergence of macro-level patterns from micro-level behaviors, and the source of control in the system. It was found that students' reasoning about chemistry concepts in terms of complex systems falls into three distinct and coherent mental models. A sophisticated mental model included most of the above-described complexity features, while the nonsophisticated model included none. The intermediate model is typified by distinguishing between levels, but not by stochastic and emergent behaviors. The nonsophisticated mental model was used mostly in the pretest. In the posttest, the experimental group used the intermediate and sophisticated models; while the comparison group used the nonsophisticated and intermediate models. Discussion approaches the topics of the generality of the complex systems approach; and the unique forms of reasoning that a complexity approach may contribute to learning science. 相似文献
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Sigal R. Ben porath 《Journal of Philosophy of Education》2003,37(3):525-533
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Leon V. Sigal's Reporters and Officials: The Organization and Politics of Newsmaking (Lexington, Mass: D.C. Heath Lexington Books, 1973—price not known but around 15.00) Edward Jay Epstein's News from Nowhere: Television and the News (New York: Random House, 1973 —$7.95) John Hohenberg's The Professional Journalist (New York: Holt, Rinehart & Winston, 1973— ) 相似文献
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Sigal R. Benporath 《Journal of Philosophy of Education》2003,37(1):127-145
The relationship between adults and children in liberal democracies is based on two flawed assumptions that are widespread: first, that childhood is an impediment, a passing phase of impaired maturity; and second, that children benefit from the proliferation of rights ascribed to them. Social institutions, and particularly the education system, are correspondingly misconstrued. This article focuses on the combined effect of vulnerability and autonomy as they construct contemporary childhood. I conclude that adults' obligations rather than children's rights are the appropriate social, political and educational basis for adult society's relations with children. 相似文献
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Sigal Achituv 《Religious education (Chicago, Ill.)》2013,108(4):457-469
The article describes a study on the gender identity of kindergarten teachers in the Israeli State Religious Education System (Hemed). The aim was to investigate their perception of gender identity in light of Orthodox feminism and discover how this is reflected in their work, particularly in the Torah stories they tell. The study, based on a narrative research method comprising seven teachers, suggested a link between their gender perceptions and attitude toward Orthodox feminism, and their attitude toward patriarchal Bible stories. The discomfiture and internal contradictions characterizing their perceptions reflect the diverse attitudes in the religious public to this issue. 相似文献