Instructional design for single information literacy sessions     

Elizabeth L. Black 《Public Services Quarterly》2020,16(3):161-171

Abstract

The purpose of this paper is to describe how the Understanding by Design instructional design framework can be applied to design high-quality single-session information literacy instruction. The author describes the Understanding by Design process in detail, noting modifications for single instructional session design with examples from the application of this instructional design process to design co-curricular instruction sessions for undergraduates.  相似文献   

Role of teacher-related factors and educational resources in science literacy: An international perspective     

《Studies in Educational Evaluation》2020

The study evaluated the relationship among teaching, leadership, teacher certification, student and teacher number related factors, and index of economic, social and cultural status (ESCS), and science literacy from an international comparative perspective. 2015 dataset of the Programme for International Student Assessment for Turkey, Singapore, the United States, Korea, Italy, and Brazil was used. Two-level hierarchical linear models were established for analysis. Results revealed that school ESCS was the best predictor of science literacy across six countries and additionally teacher-related factors came to the forefront of science literacy performance. The study underlined policymakers should focus primarily on policies that increase equity in education. Furthermore, the effectiveness of investments made in factors related to leadership, teacher certification, the number of students and teachers, which contribute very little to science literacy performance, need to be more questioned. Inferences about the findings were discussed in detail, and recommendations for further research were made.  相似文献   

Science notebooks as interactional spaces in a multilingual classroom: Not just ideas on paper     

Sara E.D. Wilmes  Christina Siry 《科学教学研究杂志》2020,57(7):999-1027

Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their understandings. Cross-group comparison of three focal groups led to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student-determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open-ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction.  相似文献   

Towards truly inclusive science education: a case study of successful curriculum innovation in a special school     

Jane Essex 《Support for Learning》2020,35(4):542-558

The paper provides a first person account of participant evaluation research of curriculum innovation in a school serving students with profound learning difficulties. It describes how the aspirations of the school leadership team to introduce science, combined with advisory support, overcame the initial anxiety of teaching staff about teaching an unfamiliar subject. The staff position was transformed and they gave a very positive evaluation of their experiences of teaching science, due to the impact of the subject on their students. The introduction of a distinct and inclusive model of science into the curriculum was ultimately found to have significant benefits for both students and staff.  相似文献   

Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students     

Bhaskar Upadhyay  Erin Atwood  Baliram Tharu 《科学教学研究杂志》2020,57(7):1119-1147

This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning.  相似文献   

Automated Scoring of Constructed‐Response Science Items: Prospects and Obstacles     

Ou Lydia Liu  Chris Brew  John Blackmore  Libby Gerard  Jacquie Madhok  Marcia C. Linn 《Educational Measurement》2014,33(2):19-28

Content‐based automated scoring has been applied in a variety of science domains. However, many prior applications involved simplified scoring rubrics without considering rubrics representing multiple levels of understanding. This study tested a concept‐based scoring tool for content‐based scoring, c‐rater?, for four science items with rubrics aiming to differentiate among multiple levels of understanding. The items showed moderate to good agreement with human scores. The findings suggest that automated scoring has the potential to score constructed‐response items with complex scoring rubrics, but in its current design cannot replace human raters. This article discusses sources of disagreement and factors that could potentially improve the accuracy of concept‐based automated scoring.  相似文献   

Are we using Friedman's roadmap? A comparative analysis of stimuli of private school enrolments in post-Soviet countries     

《International Journal of Educational Development》2014

There have been extensive scholarly debates on the role the private sector in the provision of schooling across the world. The former Soviet states have been largely excluded from these debates. This exploratory study examines the role the private sector in the formal provision of primary and secondary education in post-Soviet countries to demonstrate comparative trends and to provide a framework for the analysis of stimuli for private enrolments in the region. On the basis of the analysis of secondary data, documentary evidence and relevant literature, this paper shows that across the former Soviet countries, neoliberal ideas of education marketisation have not found fertile soil for development.  相似文献   

基于语料库的动态词群建构     

冯文贺 《河南科技学院学报》2014,(9):47-50

提出一个以大规模语料库为资源提取材料,以词汇集为语义成分表达方式的动态词群建构方法,其维度特征值的提取不但具有客观性,而且操作简易。维度特征值用词汇集的方式表示特征取值范围,可以避免传统的义素概括性过强、词汇个性表现不足的缺陷。这种方法有利于面向应用的大规模动态词群的建构。  相似文献   

三原方言同音字汇     

孙立新 《咸阳师范专科学校学报》2014,(1):32-41

三原方言是中原官话关中片的一个地点方言。本文在实地调查和复查的基础上，对三原方言的声韵调和同音字汇进行了研究和梳理。  相似文献   

维柯《新科学》的三个关键词     

冀志强 《唐山学院学报》2014,(5):25-27

在维柯的《新科学》中有三个关键词可以视为他所建立的这门新科学的理论支柱。这三个关键词是天神意旨、心头词典和诗性智慧。天神意旨是其新科学的理论背景,心头词典是其新科学的历史工具,诗性智慧是其新科学的核心成果。通过这三个关键词,可以从整体上更为深入地认识维柯所建立的新科学的历史地位和学术价值。同时,将这三个关键词结合起来整体思考,也可发现这其中有某些通常被人们所忽视的维度。  相似文献