Students' reasoning about chemical bonding: The lacuna of repulsion     

Asnat R. Zohar  Sharona T. Levy 《科学教学研究杂志》2019,56(7):881-904

This article concerns a lacuna in chemistry students' reasoning about chemical bonding. Although chemistry students are familiar with the charges that make up the atom––both positive and negative––they refer only to the attraction between unlike charges. Specifically, they ignore the repulsion between the positive nuclei. We named this disregard of repulsion the lacuna of repulsion. Repulsion is a crucial component in the force-based explanation of chemical bonding, presenting the bond as a dynamic equilibrium between attraction and repulsion electrical forces. We noticed this lacuna incidentally while interviewing chemistry students for a bigger project aimed at supporting students in understanding the force-based explanation of chemical bonding. This article describes our systematic qualitative study of the lacuna of repulsion and its impact on mental models of 23 high school chemistry students. Our findings show that students use six mental models, most of them built upon each other. Beginning from a simple mental model that describes the chemical bond as electrons, continuing with the including attraction forces, and completing with repulsion and a dynamic view of the bond. Only when one considers both attraction and repulsion forces and understands the dynamic balance between them is it possible to build the force-based dynamic mental model of chemical bonding.  相似文献   

Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest     

Stefan Sorge  Melanie M. Keller  Knut Neumann  Jens Möller 《科学教学研究杂志》2019,56(7):937-955

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.  相似文献   

Subject English as citizenship education     

Oliver Belas  Neil Hopkins 《British Educational Research Journal》2019,45(2):320-339

This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly ‘rich and varied literary heritage’ it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long-standing diversity of English society, as well as its present and long-standing inequalities.  相似文献   

Differences of math anxiety groups based on two measurements,MASS and EEG     

Sang S. Choi-Koh  Byeong G. Ryoo 《教育心理学》2019,39(5):659-677

This article investigated how mathematic anxiety (MA) of Korean middle school students could be reduced by comparing analytically their cognitive neuroscience and questionnaire results. We developed a three-hour Complex Treatment Program (CTP) on quadratic functions for the study. In the summer of 2016, we collected data of the pre and post MA questionnaires by Mathematics Anxiety Scale for Students (MASS), the percent of correct answers (PCA) and reaction time (RT) by E-prime program, and also brain-imaging data of the event related potentials (ERP) by Electroencephalograph (EEG) using computer-based functional F-G model. The result indicated the CTP to be effective with the group with higher math anxiety and the group with higher achievement respectively. The MASS result was verified with the better performance of PCA on type G, which was measured by E-prime program. Some interesting patterns were revealed on brain-imaging data by EEG, indicating more brain activities with the MA groups.  相似文献   

Is CLT feasible in China?     

张迪青 《读与写:教育教学刊》2011,8(1):15

CLT has developed rapidly and has become one of the most effective teaching approaches towards English Language Teaching(ELT).Thus,this paper will try to discuss whether CLT is feasible in China.  相似文献   

数学建模优化程序设计与数学原理的综合运用     

王福来 《中国现代教育装备》2011,(17):64-65

从符号与数值的转化、同余映射中的周期长度及分阶段执行程序等3个方面,以实际例子研究了如何在实践中运用数学原理来优化程序设计、节约运行时间,达到利于解决数学建模问题的目标。  相似文献   

对高师开设现代教育技术课程的新思索     

王晓明 《中国现代教育装备》2011,(9):91-92,95

针对现代教育技术课程特点及教学中所存在的问题,就如何达到更好的教学效果、如何培养师范专业学生教育技术能力等,探讨了对该课程的改革,即将教学内容划分成模块,不同模块采用不同的教学策略、充分利用专题学习网站开展研究性学习、改革考核方式等。  相似文献   

实验教学体系的研究与实践——机械设计制造及其自动化专业实验教学改革     

侯红玲 《中国现代教育装备》2011,(11):104-105

针对机械设计制造及其自动化专业实验教学现状,将部分实验进行综合、汇总并以＂独立课程＂的方式进行;同时鼓励学生进行课外作品的创作,建立了课内实验与课外相结合的实验教学新体系,保证了学生的基本实验技能,锻炼和提高了动手能力和工程意识。  相似文献   

研究型实验课教学模式的试验报告   总被引：1，自引：0，他引：1  

谢月新  黄小益  谭乔来 《中国现代教育装备》2011,(1):126-128

通过研究实验课的教学模式,发现了传统实验课教学模式的弊端,并通过对实验课教学模式近5年的改革及试验,发现了研究型实验课教学模式的优势。本文阐述了这种实验课教学模式的特点,并与传统实验课教学模式进行了对比,得出了该实验课教学模式可以推广的结论。  相似文献   

项目驱动教学在综合布线实训教学中的应用与实践     

吴献文  陈承欢  刘志成  莫安华 《中国现代教育装备》2011,(19):86-88

以网络技术专业综合布线实训课程为例,通过综合布线课程实训教学改革,体现＂学生为主体,教师为主导＂的教学模式,给学生一个真实的实训情境,探索如何对学生进行专业岗位技能培训,让学生尽快掌握、熟练综合布线的各项基本技能。  相似文献