Effect on development of proportional reasoning skill of physical experience and cognitive abilities associated with prefrontal lobe activity     

Yong‐Ju Kwon  Anton E. Lawson  Wan‐Ho Chung  Young‐Shin Kim 《科学教学研究杂志》2000,37(10):1171-1181

The present study tested the hypothesis that maturing prefrontal lobes play a role in the development of proportional reasoning skill because the prefrontal lobes are involved in the inhibition of task‐irrelevant information and the representation of task‐relevant information. The hypothesis that reasoning development is in part dependent upon physical experience was also tested. Students (all males) who failed to solve a diagnostic proportions task were administered several tests of prefrontal lobe functions. The students were then randomly assigned to manipulative or verbal tutoring groups. Both groups received a series of individual testing, tutoring and testing sessions on proportional reasoning. As predicted, performance on the prefrontal lobe tasks (measures of inhibiting ability, planning ability, dissembedding ability, and working memory capacity) significantly predicted performance on proportional reasoning tasks following tutoring. Students' computational skills were not a significant predictor. Also, the manipulative group's proportional reasoning performance was significantly higher than that of the verbal tutoring group. Therefore, the present results provide support for the hypothesis that maturing prefrontal lobes and physical experience play roles in the development of proportional reasoning skill. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1171–1182, 2000  相似文献   

Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis‐Testing Skills Exist?     

Anton E. Lawson  Brian Clark  Erin Cramer‐Meldrum  Kathleen A. Falconer  Jeffrey M. Sequist  Yong‐Ju Kwon 《科学教学研究杂志》2000,37(1):81-101

The primary purpose of the present study was to test the hypothesis that two general developmentally based levels of hypothesis‐testing skills exist. The first hypothesized level presumably involves skills associated with testing hypotheses about observable causal agents; the second presumably involves skills associated with testing hypotheses involving unobservable entities. To test this hypothesis, a hypothesis‐testing skills test was developed and administered to a large sample of college students both at the start and at the end of a biology course in which several hypotheses at each level were generated and tested. The predicted positive relationship between level of hypothesis‐testing skill and performance on a transfer problem involving the test of a hypothesis involving unobservable entities was found. The predicted positive relationship between level of hypothesis‐testing skill and course performance was also found. Both theoretical and practical implications of the findings are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 81–101, 2000  相似文献   

Some remarks on education policy and planning in Mozambique: A reply to Dr R.A. Carr-Hill     

Anton Johnston 《International Journal of Educational Development》1985,5(1):49-56

This article is intended to discuss and clarify certain issues raised by Dr Carr-Hill in his article: ‘Education Planning for Scientific Socialism in Mozambique: a View from the Left’ (published in the International Journal of Educational Development, Vol. 2, No. 3, 1982). It is argued that Dr Carr-Hill has misinterpreted some aspects of educational policy and planning to Mozambique, and has confused some practical education difficulties with the overall aims of Frelimo policy.  相似文献   

A polymomial time algorithm to test if a number is a prime or not     

Anton Stiglic 《Resonance》2002,7(11):77-79

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Toward a solution of the learning paradox: emergent properties and neurological principles of constructivism     

Anton E. Lawson  John R. Staver 《Instructional Science》1989,18(3):169-177

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Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement     

Scott L. Adamson  Debra Banks  Mark Burtch  Frank Cox  Eugene Judson  Jeffery B. Turley  Russell Benford  Anton E. Lawson 《科学教学研究杂志》2003,40(10):939-957

The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month‐long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms and then attempt to apply them in their courses. Previous ACEPT evaluation efforts suggest that, when implemented, the reforms boost undergraduate student achievement. The initial purpose of the present study was to discover whether enrollment of preservice teachers in one or more of these reformed undergraduate courses is linked to the way they teach after they graduate and become in‐service teachers. Assuming that a link is found, a second purpose was to discover whether the presumed positive effect is in turn linked to their students' achievement. In short, the answer appears to be yes, at least among the biology teachers and students surveyed. Compared with controls, the biology teachers who had enrolled in one or more ACEPT reformed course during their teacher preparation program demonstrated significantly higher scores on the measure of reformed instruction and their students demonstrated significantly higher achievement in terms of scientific reasoning, nature of science, and biology concepts. These results support the hypothesis that teachers teach as they have been taught. Furthermore, it appears that instructional reform in teacher preparation programs including both methods and major's courses can improve secondary school student achievement. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 939–957, 2003  相似文献   

Proportional reasoning and the linguistic abilities required for hypothetico-deductive reasoning     

Anton E. Lawson  David I. Lawson  Chester A. Lawson 《科学教学研究杂志》1984,21(2):119-131

The hypothesis is advanced that a necessary, though not sufficient, condition for the acquisition of proportional reasoning during adolescence is the prior internalization of key linguistic elements of argumentation, essentially those used in hypothetico-deductive reasoning. This hypothesized internalization, which does not occur in all individuals, results in some who have acquired the ability to reflect upon the correctness of self-generated answers in a hypothetico-deductive manner, and others who have not. As an initial test of the hypothesis, 46 subjects (Ss) (mean age = 21.03 years) were classified into additive, transitional, or proportional reasoning categories based upon responses to a proportions task. Group differences were found in which proportional Ss performed better than transitional Ss who in turn performed better than additive Ss on a number of items testing Ss' abilities to identify, generate, and use the linguistic elements of argumentation. Further it was found that some Ss who were successful on the linguistic items failed the proportions task, but no Ss who were successful on the proportions task failed the linguistic items. This result supports the hypothesis that the internalization of linguistic elements of argumentation is a prerequisite for proportional reasoning and by inference other advanced reasoning schemata as well. Implications for science instruction are drawn.  相似文献   

Cultural diversity and differences in formal reasoning ability     

Anton E. Lawson  Jonathan M. Bealer 《科学教学研究杂志》1984,21(7):735-743

To test the hypothesis that cultural diversity contributes to the development of formal reasoning, samples of adolescents from three predominately white middle-class communities located in areas that varied in the extent to which they offered cultural diversity (i.e., rural, suburan homogeneous, suburban heterogeneous) were administered a test of formal reasoning and a test of analytical intelligence. Results showed significant differences in formal reasoning in favor of the suburban heterogeneous sample on complex reasoning items. The suburban groups showed equal performance (but superior to the rural Ss) on the test of analytical intelligence. On the less complex reasoning items and on one item embedded in a rural farming context, the rural Ss showed relatively better performance. Implications for using science instruction to promote formal reasoning are discussed.  相似文献   

Using reasoning ability as the basis for assigning laboratory partners in nonmajors biology     

Anton E. Lawson 《科学教学研究杂志》1992,29(7):729-741

Students in a large one-semester nonmajors college biology course were classified into one of three groups (intuitive—I, transitional—T, reflective—R) based upon a pretest of scientific reasoning ability. Laboratory teams of two students each then were formed, such that all possible combinations of reasoning abilities were represented (i.e., I-I, I-T, I-R, T-T, T-R, R-R). Students worked with their assigned partners during each of the course's 14 laboratory sessions. Gains in reasoning ability, laboratory achievement, and course achievement, as well as changes in students' opinions of their motivation, enjoyment of the laboratory, and their own and their partner's reasoning abilities were assessed at the end of the semester. Significant pre- to posttest gains in reasoning ability by the intuitive and transitional students were found, but these gains were not significantly related to the laboratory partner's reasoning ability. Also, course achievement was not significantly related to the laboratory partner's reasoning ability. Students were perceptive of others' reasoning ability; the more able reasoners were generally viewed as being more motivated, having better ideas, and being better at doing science. Additional results also indicated that course enjoyment and motivation was significantly decreased for the transitional students when they were paired with intuitive students. Apparently, for students in transition (i.e., not at an equilibrium state with regard to reasoning level), it is frustrating to work with a less able reasoner. However, some evidence was found to suggest that reflective students may benefit from working with a less able partner.  相似文献   

Décentralisation de l’éducation en Afrique francophone de l’Ouest : Réalités et défis au niveau local     

Anton De Grauwe  Candy Lugaz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,2(1):613-638

THE DECENTRALISATION OF EDUCATION IN WESTERN FRANCOPHONE AFRICA: LOCAL-LEVEL REALITIES AND CHALLENGES – For some years now, the process of decentralisation has been a popular means of reforming the way that public services are administrated. This ambitious and complex means of reform has been embraced by a number of very different countries. However, questions have arisen concerning the ability of the local authorities and schools – two of the main beneficiaries of this reform – to carry out the administrative duties involved. Many doubt that its impact is far-reaching enough. As a result, the IIEP has coordinated a research programme in Western Francophone Africa with the aim of gaining greater insight into the challenges facing local authorities and schools in the context of decentralisation reforms. To a certain extent, the results are discouraging because they show the limits facing those who attempt to implement a policy of decentralisation, although a number of successful examples of innovation do give grounds for hope. For this reason, the results enable us to identify several principles for good practice.  相似文献