A NOTE ON PAINTING AND SCULPTURE     

Huger Elliott 《Religious education (Chicago, Ill.)》2013,108(10):997-999

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The impact of a cryogenics‐based enrichment programme on attitude towards science and the learning of science concepts     

Imelda Caleon  R. Subramaniam 《International Journal of Science Education》2013,35(6):679-704

This study explores the impact of a cryogenics‐based enrichment programme, which involves demonstrations that use liquid nitrogen, on attitudes towards science and the learning of science concepts. The findings presented in this paper are based on a sample of 214 fifth‐grade students from two schools in Singapore who had their enrichment lesson in a subzero‐temperature science centre. Overall, the students viewed science as more enjoyable and acquired more interest in wanting to pursue science careers after experiencing the cryogenics‐based enrichment programme, but no remarkable and conclusive change was detected in their perceptions of the social implications of science. Significant knowledge gains were also detected among the participants. The programme did not have any differential impact on students of either gender and from two learning streams, both cognitively and affectively.  相似文献   

Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom’s     

Paula P. Lemons  J. Derrick Lemons 《CBE life sciences education》2013,12(1):47-58

We present an exploratory study of biologists’ ideas about higher-order cognition questions. We documented the conversations of biologists who were writing and reviewing a set of higher-order cognition questions. Using a qualitative approach, we identified the themes of these conversations. Biologists in our study used Bloom''s Taxonomy to logically analyze questions. However, biologists were also concerned with question difficulty, the length of time required for students to address questions, and students’ experience with questions. Finally, some biologists demonstrated an assumption that questions should have one correct answer, not multiple reasonable solutions; this assumption undermined their comfort with some higher-order cognition questions. We generated a framework for further research that provides an interpretation of participants’ ideas about higher-order questions and a model of the relationships among these ideas. Two hypotheses emerge from this framework. First, we propose that biologists look for ways to measure difficulty when writing higher-order questions. Second, we propose that biologists’ assumptions about the role of questions in student learning strongly influence the types of higher-order questions they write.  相似文献   

Determinants of school choice: understanding how parents choose elementary schools in Alberta     

Lynn Bosetti 《教育政策杂志》2013,28(4):387-405

Rational choice theory suggests that parents are utility maximizers who make decisions from clear value preferences, that they are able to demand effective action from local schools and teachers, and that they can be relied upon to pursue the best interests of their children. This paper presents a different perspective and argues that parents invest a mixture of rationalities when selecting schools. Based on the results of a survey of 1,500 parents of students in 11 private, eight public and 10 alternative elementary schools in Alberta, Canada, this paper explores the logic, values, and concerns that inform parental decision making in the selection of an elementary school for their children and discusses implication for policy and educational reform.  相似文献   

The Organization of Summer Courses for the Ministrya     

Rev. Franklin C. Southworth D.D. 《Religious education (Chicago, Ill.)》2013,108(3):157-161

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IV THE RELIGIOUS EDUCATION OF ADULTS     

Harry C. Munro 《Religious education (Chicago, Ill.)》2013,108(2)

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III. DEPRIVATION-SPECIFIC PSYCHOLOGICAL PATTERNS     

Robert Kumsta  Jana Kreppner  Michael Rutter  Celia Beckett  Jennifer Castle  Suzanne Stevens  Edmund J. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2010,75(1):48-78

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Integrating Policy and Decision Making into Undergraduate Science Education     

Jay B. Labov  Nancy F. Huddleston 《CBE life sciences education》2008,7(4):347-352

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A pragmatic epistemology for free‐choice learning     

Ronald B. Meyers 《Environmental Education Research》2005,11(3):309-320

A critical review of the epistemological foundations of free‐choice learning (FCL) theory was undertaken to evaluate how this theory treats knowledge, whatever importance we might attach to it. It is argued here that free‐choice learning has great promise yet would benefit from theoretical adjustments that modify Vygotsky’s learning theory by using Dewey’s pragmatic epistemological theories. It is suggested that the concept of intramental knowledge in free‐choice learning needs to be grounded on Dewey’s pragmatic conceptions of knowledge, in order to valorise the learner’s own knowledge, and their volitional activity in choosing their beliefs, and to provide a more robust foundation for the conceptualization of knowledge. It is further argued that the notion of intermental knowledge needs significant adjustment, as it seems implausible that knowledge actually exists between people. However, in order to keep the focus of free‐choice learning on the importance of social exchanges in learner construction of knowledge, Dewey’s compatible notion of the importance of the learning exchange is proposed as a substitute for intermental knowledge. It is also suggested that there is a need for additional guidance to educators on how most effectively and sensitively to mediate learner values and interests, given that educators working with learners have interests, aims, and values of their own. I suggest a solution based on pragmatic epistemological and learning theories.  相似文献   

The prevalence and risk indicators of symptoms of common mental disorders among current and former Dutch elite athletes     

Vincent Gouttebarge  Ruud Jonkers  Maarten Moen  Evert Verhagen  Paul Wylleman  Gino Kerkhoffs 《Journal of sports sciences》2017,35(21):2148-2156

The aim of the study was to determine the prevalence and comorbidity of symptoms of common mental disorders (distress, anxiety/depression, sleep disturbance, eating disorders, adverse alcohol use) among current and former Dutch elite athletes, and to explore the inference between potential risk indicators (severe injury, surgery, life events, sport career dissatisfaction, social support) and the outcomes measures under investigation. Cross-sectional analyses were conducted on baseline questionnaires from an ongoing prospective cohort study among 203 current and 282 former elite Dutch athletes (response rate: 28% among current athletes and 95% among former athletes). Based on validated scales, an electronic questionnaire was set up and distributed. Prevalence (4-week) ranged from 6% for adverse alcohol use to 45% for anxiety/depression among current elite athletes, and from 18% for distress to 29% for anxiety/depression among former elite athletes. A higher number of past severe injuries, higher number of past surgeries, higher number of recent life events, higher level of career dissatisfaction and lower level of social support were related to the occurrence of symptoms of common mental disorders among both current and former elite athletes. On average, the 4-week prevalence of common mental disorders as shown in our study among current and former Dutch elite athletes were similar to the ones found among athletes from other sports disciplines and does compare with the lifetime prevalence estimates in the general population of the Netherlands.  相似文献