Comparative study of the information developed from messages containing picture and text     

Elena Ramírez Orellana 《Instructional Science》1996,24(5):357-375

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Can Computer Use Hurt Science Achievement? The USA Results from PISA     

Elena C. Papanastasiou  Michalinos Zembylas  Charalambos Vrasidas 《Journal of Science Education and Technology》2003,12(3):325-332

A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software.  相似文献   

An empirical investigation of differences between mathematics specialists and non-specialists at the high school level in Cyprus: A Logistic regression Approach     

Elena C. Papanastasiou  Michalinos Zembylas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,34(4):599-618

AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in Cyprus – The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar educational systems in other developing countries.  相似文献   

Learning contexts for young children in Chile: process quality assessment in preschool centres     

María Olivia Herrera  María Elena Mathiesen  José Manuel Merino  Isidora Recart 《International Journal of Early Years Education》2005,13(1):13-27

ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%).  相似文献   

Music learning and education: contributions from neuroscience / Aprendizaje musical y educación: aportaciones desde la neurociencia     

Jordi-Angel Jauset-Berrocal  Irene Martínez  Elena Añaños 《Cultura y Educación》2017,29(4):833-847

Traditionally, the teaching of music has tended to be a professional subject within the training of virtuosos in conservatories or a playful subject taught in schools, without due consideration given to the potential it offers to developing cognitive capacities. Advances in neuroscience highlight the importance of learning music in relation to the cognitive benefits derived from its practice. Brain exploration techniques show that practising music places a significant demand on the most developed cognitive functions of the human being, confirming the intervention of different cerebral areas involving a large portion of the brain and an increase in attention and concentration levels. After carrying out a literature review of the current state of the question, some of the most common findings in all fields of musical education are cited, considering aspects that are of particular relevance today, such as interdisciplinarity, emotion, cooperative learning, self-regulation and creativity.  相似文献   

Stylistic Variation at the "Single-Word" Stage: Relations between Maternal Speech Characteristics and Children's Vocabulary Composition and Usage     

Julian M. Pine  Elena V. M. Lieven  Caroline F. Rowland 《Child development》1997,68(5):807-819

In this study we test a number of different claims about the nature of stylistic variation at the "single-word" stage by examining the relation between variation in early vocabulary composition, variation in early language use, and variation in the structural and functional propreties of mothers' child-directed speech. Maternal-report and observational data were collected for 26 children at 10, 50, and 100 words, These were then correlated with a variety of different measures of maternal speech at 10 words, The results show substantial variation in the percentage of common nouns and unanalyzed phrases in children's vocabularies, and singficant relations between this variation and the way in which language is used by the child. They also reveal singficant relations between the way in whch mothers use language at 10 words and the way in chich their children use language at 50 words and between certain formal properties of mothers speech at 10 words and the percentage of common nouns and unanalyzed phrases in children's early vocabularies, However, most of these relations desappear when an attempt is made to control for ossible effects of the child on the mother at Time 1. The exception is a singficant negative correlation between mothers tendency to produce speech that illustrates word boundaries and the percentage of unanalyzed phrases at 50 and 100 words. This suggests that mothers whose sprech provides the child with information about where new words begin and end tend to have children with few unanalyzed. phrases in their early vocabularies.  相似文献   

An Interactive Methodology for ‘Empowering’ Students to Deal with Controversial Environmental Problems     

Elena Camino  Carle Calcagno 《Environmental Education Research》1995,1(1):59-74

After a short introduction to the Italian context relating to science teachers’ training and updating course we explain the motives that led us to produce educational material based on interactive methodologies (role‐playing) and to present it to in‐service teachers during updating courses. The role‐playing activities that we prepared draw from specific historical and geographical situations in order to face the problems of global environmental issues, such as, for example, water resources management, waste‐disposal, reforestation techniques. Some observations on the didactic effect of our proposals and on the importance of encouraging a change in the teachers’ way of thinking are presented. The latter is a prerequisite for a correct use of the educational material supplied. This means introducing a problematic concept of scientific knowledge and stimulating new attitudes to establish less hierarchic inter‐relations in class.  相似文献   

Earned-secure attachment status in retrospect and prospect     

Roisman GL  Padrón E  Sroufe LA  Egeland B 《Child development》2002,73(4):1204-1219

Past research with the Berkeley Adult Attachment Interview demonstrates that retrospectively defined earned-secures (who coherently describe negative childhood experiences) parent as effectively as do continuous-secures (who coherently describe positive childhood experiences), but manifest liabilities in the form of depressive symptomatology. This article presents data from a 23-year longitudinal study that replicate and extend prior research, testing a key premise that earned-secures so defined actually have a history of insecure attachments that change over time and/or endure consistently harsh or ineffective parenting in their youth. Discrepant with assumptions, retrospective earned-secures were not more likely than continuous-secures to have been anxiously attached in infancy and were observed in childhood and adolescence to have encountered among the most supportive and structured maternal parenting in a high-risk sample. Prospectively defined earned-secures (operationalized using participants' infant attachment classifications) did indeed go on to have success in their close relationships, many without reporting relatively high levels of internalizing distress in adulthood.  相似文献   

‘The communities we live in’: providing meaningful contexts for the application and generation of knowledge through service in Uganda     

Elena VanderDussen Toukan 《Compare》2018,48(6):826-843

Abstract

If service-learning is to fulfil its potential to contribute to meaningful social change, scholars and practitioners must consider how service might foster a dynamic relationship between knowledge, the learner and the community. This paper challenges modernist conceptions of knowledge as a ‘commodity’ that can be delivered and consumed, and instead identifies service to the community as a meaningful context for learners to interact with knowledge in a coherent framework for the explicit purpose of individual and social change. The Preparation for Social Action programme in Uganda is offered as an example in which relationships between knowledge, learners and the community can be examined. Findings from an analysis of curricular materials, participant observation and interview and focus-group data collected from its local instructors and administrators are discussed.  相似文献   

German children's comprehension of word order and case marking in causative sentences   总被引：1，自引：0，他引：1  

Dittmar M  Abbot-Smith K  Lieven E  Tomasello M 《Child development》2008,79(4):1152-1167

Two comprehension experiments were conducted to investigate whether German children are able to use the grammatical cues of word order and word endings (case markers) to identify agents and patients in a causative sentence and whether they weigh these two cues differently across development. Two-year-olds correctly understood only sentences with both cues supporting each other—the prototypical form. Five-year-olds were able to use word order by itself but not case markers. Only 7-year-olds behaved like adults by relying on case markers over word order when the two cues conflicted. These findings suggest that prototypical instances of linguistic constructions with redundant grammatical marking play a special role in early acquisition, and only later do children isolate and weigh individual grammatical cues appropriately.  相似文献