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This study shows two aspects: the predator–prey relations and the preconceptions held by children (9–10 years old) on the construction of food chains. The subjects of the study were 506 fourth-, fifth-, and sixth-grade children from the Mexican education curriculum. The conclusions are based on a single application of an instrument after a lecture in the classroom. The instrument consists of three tasks. The outcome showed that the classification of herbivorous and carnivorous is based in children's preconceptions of size and ferocity. These preconceptions guide the children's selection of the higher-level predator in the construction of a food chain. Another element used by children is the predator-prey relation in the construction of a food chain. The results shed light on the difficulties students have at higher education levels in the resolution of food webs and the relationships with ecosystems. 相似文献
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Fernando Flores Ma Eugenia Tovar Leticia Gallegos 《International Journal of Science Education》2013,35(2):269-286
This paper presents an integrated view of the ideas and conceptual problems of high school students with respect to the cell, its processes, structure and relation to the functions of multicellular organisms. The theme of cell has divided into eight topics, with a questionnaire for each topic. In these topics, different levels of representation and understanding are distinguished between general considerations about plants and animals, those connected with processes at organ and system levels and, finally, the level of cell processes. Data from 1200 students were analysed. Results show that students have an analogical mechanism that establishes an isomorphism between the representation of the functioning of multicellular organisms of cell processes. A series of problems in understanding was also shown. Results imply that these problems are mainly due to students' lack of differentiation between some processes at organism and organ level, and have important implications for learning this subject. Finally, some suggestions are made for teaching. 相似文献
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Séré Marie-Geneviève Fernandez-Gonzalez Manuel Gallegos Jose A. Gonzalez-Garcia Francisco De Manuel Esteban Perales F. Javier Leach John 《Research in Science Education》2001,31(4):499-523
This paper presents findings about the images of science drawn upon in laboratory work, by upper secondary and university students, in academic streams with a science focus. Data were collected through four written questions, administered to a total of 368 students. The questions all required students to comment on laboratory investigations carried out by research scientists or by science students. We show that students' reasoning has an epistemological and an ontological dimension, and that it often differs significantly from accepted perspectives on the nature of science. The issue for teaching appears to be showing students what counts (and what does not count) as appropriate reasoning in actual situations. In other words, explicit teaching about the various relationships that can exist between theory and data would transform labwork towards a more critical process that involves making and justifying decisions. 相似文献
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Insufficient access to food is known to compromise tertiary studies. Students often belong to groups known to have poor food security such as those renting or relying on government payments. The present study administered a cross-sectional survey incorporating the USDA food security survey module (FSSM) to 810 students at a metropolitan university in Brisbane, Australia. One in four students indicated they were food insecure, this being double that previously reported for tertiary students and five times that previously reported for the general population. Factors associated with food insecurity included low income, reliance on government support and renting. Students from food insecure households were twice as likely to report only fair or poor general health and three times as likely to have deferred their studies due to financial difficulties. Further, at least 80 % of these students reported that their studies were compromised. Strategies to alleviate food insecurity among students could improve retention rates and educational outcomes. 相似文献
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Javier A. Gallegos Manuel A. Duarte-Mermoud Rafael Castro-Linares 《Journal of The Franklin Institute》2018,355(8):3399-3422
We provide a solution to the adaptive control problem of an unknown linear system of a given derivation order, using a reference model or desired poles defined in a possibly different derivation order and employing continuous adjustment of parameters ruled by possibly another different derivation order. To this purpose, we present an extension for the fractional settings of the Bezout’s lemma and gradient steepest descent adjustment. We analyze both the direct and indirect approaches to adaptive control. We discuss some robustness advantages/disadvantages of the fractional adjustment of parameters in comparison with the integer one and, through simulations, the possibility to define optimal derivation order controllers. 相似文献
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Julie Dangremond Stanton Xyanthe N. Neider Isaura J. Gallegos Nicole C. Clark 《CBE life sciences education》2015,14(2)
Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students. 相似文献
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Javier A. Gallegos Norelys Aguila-Camacho Manuel A. Duarte-Mermoud Juan C. Travieso-Torres Gustavo E. Ceballos-Benavides 《Journal of The Franklin Institute》2021,358(7):3943-3963
This paper deals with systems that can switch their structure, including the differentiation order. It is shown that there are several non-equivalent cases for them, which all coincide when the derivation order is not switched but fixed at 1. For each of these cases, (asymptotic) stability results are obtained in this paper. This is accomplished by generalizing Common Lyapunov Functions (CLF) and Multiple Lyapunov Functions (MLF) methods, the latter when applied to fractional switching systems (FSS) in the resetting. Several examples are presented to illustrate that such Lyapunov functions exist for linear and nonlinear switched order systems. It is shown that the resetting fractional switching can be easily implemented by standard software. Finally, applications in adaptive integer-order problems are made by exploiting features of both fractional and integer-order systems. 相似文献
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Bernardo Gallegos 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):56-61
The essay examines the state of the American Educational Studies Association and Social Foundations of Education through the lenses of auto-ethnography and critical reflection. A discussion of the relevance of the AESA and social foundations in the context of transformative education for scholars from marginalized communities is central to the thesis. AESA is situated in the context of the transnational politics of inclusion/exclusion in the United States. The author supports a transnational hemispheric approach to social foundations for the American Educational Studies Association. 相似文献
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