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Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献
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Arvi Pakaslahti 《体育哲学杂志》2013,40(3):355-366
Head-to-head records are often used in round-robin contests for breaking ties between athletes or teams that are equal on points or wins. In this paper, I argue, on the one hand, that tie-breaking systems of round-robin soccer contests should give more importance to overall goal difference than to head-to-head records. On the other hand, I also argue that even the mere inclusion of head-to-head records in the tie-breaking criteria of a round-robin soccer contest is problematic. 相似文献
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The emergence of a new video marketplace raises questions about the commitment of local TV news organizations to the FCC localism doctrine. Local news coverage at ten Pennsylvania stations in 1992 was content analyzed and compared with 1976 data collected by Adams (1980). Results indicate that stations devoted more coverage to outlying market areas in 1992 than in 1976, but emphasized sensationalism/human interest stories at the expense of local public affairs issues. 相似文献
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Arvi Pakaslahti 《体育哲学杂志》2016,43(2):281-293
In this paper, I provide an account of failed athletic contests which consists of two ideals, the Athletic Superiority Ideal and the Just Results Ideal. Related to this, I argue that a sports contest can fail in terms of the Athletic Superiority Ideal without failing in terms of the Just Results Ideal and vice versa. In the process of doing the former, I argue that besides adjudicating errors, cheating, gamesmanship and (bad) luck, there are two other types of reasons because of which a sports contest can fail in terms of the Athletic Superiority Ideal. Finally, I argue that my account of failed athletic contests is more plausible than Mika Hämäläinen’s three-standard model of athletic superiority. 相似文献
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