Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues     

Ke  Li  Sadler  Troy D.  Zangori  Laura  Friedrichsen  Patricia J. 《Science & Education》2021,30(3):589-607

Science & Education - Learning science in the context of socio-scientific issues (SSI) can promote scientific literacy that links science to everyday life and society. In this position paper,...  相似文献   

A Biotechnology Web Site: Toward 'Electronic Democracy'?     

Patricia Radin 《The Information Society》1996,12(1):83-88

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Scientific coats of arms     

Fara P 《Endeavour》2005,29(3):101-103

With their mythical creatures and arcane symbolism, coats of arms seem to have little connection with modern science. Yet despite its chivalric origins, the ancient language of heraldry has long fascinated famous scientists. Although this idiosyncratic tradition was parodied by Victorian geologists, who laughingly replaced unicorns and griffins with images of dinosaurs that they had recently discovered, it has been perpetuated since by Ernest Rutherford, who liked to present himself as a new alchemist.  相似文献   

I. Introduction     

Patricia J. Bauer  Jennifer Wenner  Patricia L. Dropik  & Sandi S. Wewerka 《Monographs of the Society for Research in Child Development》2000,65(4):1-24

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Appendix B: Potential Effects on Children's Performance of Features of the Research Design     

Patricia J. Bauer  Jennifer Wenner  Patricia L. Dropik  & Sandi S. Wewerka 《Monographs of the Society for Research in Child Development》2000,65(4):172-183

In addition to the variables of interest in this research (namely, age, delay, sequence type, mode of experience, and verbal reminders), children's performance may have been affected by a number of features of the research design. This Appendix is a report of the results of analyses of three potential influences on the children's performance. First, we examined the possibility that the particular experimenter who conducted the session might have affected the children's performance. Second, we examined the possibility that conclusions regarding children's recall of the event sequences were qualified by specific event sequence effects. Third, we examined the possibility that differences in the lengths of the child-controlled response periods might account for the patterns of effects observed. Although in each case some effects obtained, in no case did the findings present substantive qualifications to the major patterns described in the body of the text.  相似文献   

ect cornerstone
The Foundation of Tomorrow Is Built Today     

Patricia Miller 《TechTrends》2004,49(2):3

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State-mandated assisting and assessing teachers: Levels of state control     

Saundra J. Tracy  Patricia Smeaton 《Journal of Personnel Evaluation in Education》1993,6(3):219-234

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Educational administrative inservice education: An outline of a grounded theory     

Patricia R. Krysinski 《Journal of Personnel Evaluation in Education》1990,3(3):239-260

This article is based on a paper prepared for presentation at the Annual Meeting of the American Educational Research Association, April 5–9, 1988, New Orleans.  相似文献   

A Path Analysis of Nutrition,Stimulation, and Child Development Among Young Children in Bihar,India          下载免费PDF全文

Leila M. Larson  Reynaldo Martorell  Patricia J. Bauer 《Child development》2018,89(5):1871-1886

Nutrition plays an important role in the development of a child, particularly in low‐ and middle‐income countries where malnutrition is often widespread. The relation between diet, hemoglobin, nutritional status, motor development, stimulation and mental development was examined in a cross‐sectional sample of 1,079 children 12–18 months of age living in rural Bihar, India. Path analysis revealed associations between (a) length‐for‐age z‐scores and motor development, standardized β (β) = .285, p < .001, and (b) motor and all mental development outcomes (language: β = .422; personal‐social: β = .490; memory: β = .139; and executive function: β = .072, all p < .001). Additionally, stimulation was significantly associated with language scores and hemoglobin concentration with memory. These findings inform interventions aimed at improving child development in Northern India.  相似文献   

Anticipatory contrast as a function of access time and spatial location     

Charles F. Flaherty  Patricia S. Grigson  Cynthia Coppotelli  Colin Mitchell 《Learning & behavior》1996,24(1):68-81

Intake of a 0.15% saccharin solution was suppressed when it was followed by a 32% sucrose solution in brief daily pairings. With equal access durations to the two solutions, intervals of intermediate duration (2 or 3 min) produced a larger contrast than more extreme intervals (1 or 10 min). There was no evidence of inhibition of delay with the 10-min interval (Experiments 1A and 1B). When access times were asymmetrical, longer access time to the first solution reduced contrast, whereas longer access time to the second solution enhanced contrast (Experiment 2). Contrast was greater when the two solutions were presented at consistent and separate spatial locations than when location was changed randomly or when both solutions were presented in sequence at the same location. However, a degree of contrast occurred in all conditions (Experiment 3). Experiment 4, conducted with the solutions in opposite arms of a T-maze, showed that anticipatory approach to the location correlated with the 32% sucrose solution developed prior to lick suppression on the saccharin solution. However, within daily sessions, there was a reliable increase in contrast without correlated changes in anticipatory-approach behavior. Access-time effects were attributed to altered reward values, whereas spatial-separation effects suggest that goal-directed responses contribute to, but do not cause, anticipatory contrast.  相似文献