Approach–Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction     

Haki Peşman  Ömer Faruk Özdemir 《International Journal of Science Education》2013,35(14):2127-2145

The purpose of this study is to explore not only the effect of context-based physics instruction on students’ achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2?×?2 factorial design was performed with four treatment groups, including 131 11th-grade students: (1) a traditional method with the non-contextual approach group, (2) a traditional method with the contextual approach group, (3) a learning cycle with the non-contextual approach group, and (4) a learning cycle with the contextual approach group. Prior to and just after the treatments, which took 5 weeks, pre-tests and post-tests on student achievement and motivation were administered. For the analysis of data, multivariate analysis of covariance, simple regressions and follow-up analysis of covariances were performed. Consequently, it was found that the effect of context-based approach on physics achievement is dependent upon the teaching method implemented. That is, the traditional method was observed to increase the effect of the contextual approach while the learning cycle decreased it. Related to the effects on motivation in physics, no evidence was found to claim a significant difference. Based on the findings of this study, further research is suggested for determining which teaching methods are more effective with the context-based approach on students' achievement and motivation in physics.  相似文献   

The Statistical Interpretation of Degrees of Freedom     

William J. Moonan 《Journal of Experimental Education》2013,81(3):259-264

A Survey of Reading Attitudes was administered to 431 intermediate grade students enrolled in three inner-city elementary schools which are part of the Columbus (Ohio) Public Schools. The Survey is a multidimensional instrument which provides measures for eight different dimensions of reading attitude. An ANOVA was performed on scores for each of the eight dimensions to identify developmental changes in reading attitude during the intermediate grades. The results of the ANOVA’s and post hoc comparisons indicated significant patterns of change for the following dimensions: Expressed Reading Difficulty, Reading as Direct Reinforcement, Silent vs Oral Reading, and Comics. In contrast, the Reading as Enjoyment, Alternative Learning Modes, and Reading Group dimensions failed to show appreciable developmental changes.  相似文献   

Self‐esteem in Children with and without Motor Co‐ordination Problems     

Monica H. Sträng  Lisbeth Åberg‐Bengtsson 《Scandinavian Journal of Educational Research》2013,57(4):313-333

This article presents results from a study of 36 pupils (8–10 years of age) in face‐to‐face conversations with their teachers about water as an environmental phenomenon based on a photograph of a rainforest. The teachers’ rather vague goal was to have the pupils talk about the water cycle. The sessions were audio‐recorded and analyzed with respect to: (1) scaffolding strategies used by the teachers, (2) possible implications of these strategies on the pupils’ sense‐making, and (3) what accounts of the water cycle as a school‐science learning‐content were made. Three different patterns of scaffolding strategies were found. Some pupils did not even come close to talking about the water cycle, whereas others arrived at a rather fragmented picture.  相似文献   

Views on the philosophy of science among undergraduate science students and their tutors at the University of Papua New Guinea: origins,progression, enculturation and destinations     

Pongie Kichawen  Julian Swain  Martin Monk 《Research in Science & Technological Education》2013,31(1):81-98

Using a schedule originated by Nott and Wellington to explore science teachers’ views on the philosophy of science, data were gathered at the University of Papua New Guinea. Similarities in response were established for successive first year intakes of science undergraduates (1999–2000). Students with experience in national high schools or Australian high schools responded more positively than their provincial secondary school trained peers to items indicating that the findings of scientific enquiry were universally true. A cross‐sectional analysis showed the undergraduates in the third and fourth years to be more process orientated than the first or second years. Both the first and second years were different in their views compared with their tutors in the relativism–positivism scale, where they were more positivist, the contextualism–decontextualism scale, where they were less decontextualist, and the process–content scale where they were considerably less process orientated. Those with a preferred career destination of medicine were slightly more decontextualist in outlook while being marginally realist, those with a preferred physical science career being very weakly instrumentalist. The results can be interpreted in terms of respondents’ experiences in secondary schooling and on programmes at the University of Papua New Guinea.  相似文献   

Talents and type IIIs: The effects of the talents unlimited model on creative productivity in gifted youngsters     

Jane L. Newman 《Roeper Review》2013,35(2):84-90

This study examined a set of lessons that integrate the Talents Unlimited Model (TU; C. L. Schlichter, 1986) with the 10 steps of completing a Type III activity (J. S. Renzulli & S. M. Reis, 1985) to determine the effects of these lessons on the quality of students’ creative products and on the number of students who completed their products. Treatment group students showed a statistically significant difference in finishing their independent or small‐group projects, as opposed to students in the control group. In addition, treatment group students’ products were of significantly higher quality as measured by the Student Product Assessment Form (SPAF; S. M. Reis, 1981) than products completed by students in the control group.  相似文献   

民族主义与价值理性的博弈:对运动员归化现象的研究     

王福秋  李哲 《体育与科学》2014,(6)

运动员归化现象是体育全球化发展的必然趋势,通过对运动员归化现象进行研究,认为:运动员归化的负面效应在于归化运动员的出现不仅给公平竞争的体育精神带来了挑战,还会淡化对青少年的培养,使体育更趋于功利化倾向;正面效应在于促进了世界范围内的人力资本优化配置与合理选择,对实现运动员的个人价值和落后项目的提升产生了积极的作用。对于我国而言文化差异、意识形态、种族意识和法律限制是制约我国归化他国运动员的主要因素;竞技人才饱和、个人价值的实现和利益的驱使等是我国运动员被归化的主要因素;要采取理性认识、完善制度规范、促进人力资本优化配置、增强凝聚力等措施应对运动员被归化现象;通过广泛提供交流平台,遵照先华裔后外籍的策略逐步实现弱势项目的外籍运动员归化。  相似文献   

基于碳循环的黄淮海平原耕地固碳功能研究   总被引：1，自引：0，他引：1  

陈丽  郝晋珉  王峰  尹钰莹  高阳  段文凯  杨君 《资源科学》2016,38(6):1039-1053

耕地固碳作为陆地主要生态系统固碳的有效补充,越来越引起学术界的广泛关注。但是,目前耕地固碳功能研究多从生态学角度研究耕地植被、土壤等碳吸收、碳释放以及将耕地看作纯自然生态系统研究系统碳平衡,缺乏从土地利用和管理学科角度对耕地固碳功能进行系统阐述和研究。黄淮海平原作为中国重要的粮食主产区,区内耕地面积大,耕地利用模式典型。本文以黄淮海平原为研究区,从耕地利用系统的角度出发,基于整个系统碳循环过程,构建了黄淮海平原耕地利用系统固碳功能研究基本框架,并基于生态学角度陆地生态系统固碳相关研究成果,从耕地固碳能力、固碳效率和固碳优势度三个方面对黄淮海平原耕地固碳功能进行了评价。研究结果表明：耕地利用过程中的耕地固碳功能认识,应从自然固碳能力、理想固碳能力、现实固碳能力和区域固碳能力4个层次展开,黄淮海平原耕地固碳能力在各个层级上均表现出正向性;此外,黄淮海平原耕地平均固碳效率为2.5,固碳优势度达到0.85,黄淮海平原耕地固碳功能在本区域具有不可忽视以及区域内其他生态系统不可替代的重要作用,在本区域应该作为耕地的重要功能进行显化。本研究不仅可为耕地生态功能理论研究提供新思考点,也为提升耕地的生态效益、缓解气候变化以及耕地生态补偿方面研究提供了参考和支撑。  相似文献   

新奥运周期世界女子跳马技术发展趋势研究     

陈自旺 《平原大学学报》2009,(2)

运用文献法、观看录像法、数理统计法等,分析了第39、40届世界体操锦标赛和北京奥运会女子跳马项目决赛的相关资料,讨论了女子跳马技术的发展规律和动态特征。认为新的奥运周期内世界女子跳马技术发展的趋势是动作类型的选择更为集中、动作的难度提高、动作完成质量有所降低。  相似文献   

公共危机善后期中的国家赔偿问题     

周海生 《成都师专学报》2009,(3):108-112

公共危机管理中,危机善后管理与其它阶段同样重要。在政府应对危机过程中,因其过错或违法行为而造成社会或公众损失,应开展国家赔偿。这应是危机善后中的重要环节。但在此方面,目前我国危机应对中的国家赔偿制度尚待完善。从国际经验看,对危机应对中政府违法、过错导致损失进行赔偿包括三方面内容。一是国家赔偿责任的豁免与限制,二是国家所应当承担的赔偿责任,三是国家赔偿责任范围的扩展及国家赔偿理论的发展。借鉴国际经验和我国实际,我国的危机应对中的国家赔偿责任应主要涵盖以下四方面内容。一是违法行使或滥用行政紧急权力的赔偿责任;二是未履行法定职责的赔偿责任;三是危机处置中的事实行为因过错而致害的国家赔偿责任;其四是公有公共设施或技术性设施导致损害而引起的国家赔偿。  相似文献   

防范与控制会计电算化中舞弊问题的研究     

姚光宪 《安阳工学院学报》2005,(5):84-86

会计电算化舞弊问题引起的损失十分严重,也已引起社会的广泛关注.对此,防范和控制措施应予以完善.  相似文献