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1.
QUANTIFYING THE GENDER GAP IN SCIENCE INTERESTS 总被引：1，自引：0，他引：1
Ayelet Baram-Tsabari Anat Yarden 《International Journal of Science and Mathematics Education》2011,9(3):523-550
Nearly 5,000 self-generated science-related K–12 students’ questions, classified into seven science subjects, were used to
quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between
boys’ and girls’ science interests did not exist during early childhood, but increased over 20-fold by the end of high school.
Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more
interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science
interests between different populations based on different data sources. 相似文献
2.
Eran Gal PhD Hagit Meishar‐tal PhD Ronit Ben Non Adar Ben‐Basat Lisa Paikin 《Performance Improvement Quarterly》2017,30(2):121-136
Performance support systems are mechanisms enabling users) productivity while reducing training expenses as support is being delivered in real time, often eliminating the need for costly pre‐performance training. Mobile technologies have created new opportunities for improved performance support systems, especially for tasks performed outside the offi ce. This article describes the fi rst mobile learning and performance support initiative taken by the Israeli Air Force. The project included the development and eff ectiveness pilot study of a learning and performance support application delivered via tablet to helicopter engine technicians. The application provided support videos and illustrations of maintenance routines, thereby enabling learning and practicing at the same time. Pilot study results show high performance levels of application users compared to those applying traditional methods. Results also show that self‐effi cacy levels were not aff ected by the successful performance achieved when using the mobile performance support application. Plans to expand mobile support use are also described. 相似文献
3.
To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: “What knowledge of genetics is relevant to those individuals not professionally involved in science?” and “Why is this knowledge relevant?” The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases. 相似文献
4.
What is the slope of a(linear) function? Due to the ubiquitous use of mathematical software, this seemingly simple question is shown to lead to some subtle issues that are not usually addressed in the school curriculum. In particular, we present evidence that there exists much confusion regarding the connection between the algebraic and geometric aspects of slope, scale and angle. The confusion arises when some common but undeclared default assumptions, concerning the isomorphism between the algebraic and geometric systems, are undermined. The participants in the study were 11th-grade students, prospective and in-service secondary mathematics teachers, mathematics educators and mathematicians — a total of 124 people. All participants responded to a simple but non-standard task, concerning the behavior of slope under a non-homogeneous change of scale. Analysis of the responses reveals two main approaches, which we have termed ‘analytic’ and ‘visual’, as well as some combinations of the two. 相似文献
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Adapted primary literature (APL) is a novel text genre that retains the authentic characteristics of primary literature. Learning
through APL represents an educational intervention with an authentic scientific context. In this case study, we analyzed the
80-min discourse developed during the enactment of an article from an APL-based curriculum in biotechnology in one class,
and examined epistemic practices used by students during their meaning-making of the Results and Discussion sections of the
article. Specifically, we examined coordination practices, by which students connected elements belonging to different epistemic
status or context (theory, data, experimental stages, biotechnological applications and text). The application of coordination
practices was identified more than 70 times during the lesson. In the context of the Results section, the students displayed
research-oriented coordination practices, which were frequently associated with claims of comprehension difficulty. In the
context of the Discussion section, students displayed text-oriented coordination practices, associated with analysis of the
text characteristics. We are suggesting that the research-oriented coordination practices and some of the text-oriented ones
enabled the emergence of authentic scientific practices and learning by inquiry. Another type of text-oriented coordination
practice enabled reflection on scientists’ experimental processes, enabling learning science as inquiry. The enactment model
of APL used here allowed for both the emergence of the two dimensions of inquiry learning and the promotion of scientific
literacy in the fundamental and derived senses. 相似文献
7.
Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford 总被引：1，自引：1，他引：0
Anat Yarden Hedda Falk Marta Federico-Agraso María Pilar Jiménez-Aleixandre Stephen P. Norris Linda M. Phillips 《Research in Science Education》2009,39(3):391-395
In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of
Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary
schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the
use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then
we offer more specific comments on two areas of her response, authenticity and the support for teachers. 相似文献
8.
Learning Using Dynamic and Static Visualizations: Students’ Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method 总被引：1，自引：0，他引：1
The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum
frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological
methods involved. Here, we examine the unique contribution of an animation of the polymerase chain reaction (PCR) in promoting
conceptual learning of the biotechnological method among 12th-grade biology majors. All of the students learned about the
PCR using still images (n = 83) or the animation (n = 90). A significant advantage to the animation treatment was identified following learning. Students’ prior content knowledge
was found to be an important factor for students who learned PCR using still images, serving as an obstacle to learning the
PCR method in the case of low prior knowledge. Through analysing students’ discourse, using the framework of the conceptual
status analysis, we found that students who learned about PCR using still images faced difficulties in understanding some
mechanistic aspects of the method. On the other hand, using the animation gave the students an advantage in understanding
those aspects. 相似文献
9.
Inquiry is essentially a process in which research questions are asked and an attempt is made to find the answers. However, the formulation of operational research questions of the sort used in authentic scientific inquiry is not a trivial task. Here, we set out to explore the possible influence of separating the research question from the laboratory techniques used to try and answer this question on teachers' understanding of laboratory techniques and their ability to formulate research questions. We conducted a laboratory course in microbiology in which the laboratory techniques were presented in an explicit and generalized manner, in the context of specific research questions. During the course, teachers' understanding of laboratory techniques improved as reflected in their answers to exercises given throughout. In addition, teachers' ability to ask research questions, analyzed using Dillon's classification of research questions, also improved. When reflecting upon the course, some teachers attributed the change in their ability to ask research questions to their increased knowledge of techniques, whereas others did not. We conclude that to facilitate research‐question‐asking skills among teachers, they should be provided with knowledge of the relevant laboratory techniques in an explicit fashion. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1296–1320, 2012 相似文献
10.
Infants of 18 and 24 months acquiring English were tested in a preferential looking task on their ability to detect ungrammaticalities caused by manipulating a single function word in sentences. Infants heard grammatical sentences in which the determiner the preceded a target noun, as well as three ungrammatical conditions in which the was either dropped, replaced by a nonsense function word (el), or replaced by an alternate English function word (and). Both the 18- and 24-month-old infants oriented faster and more accurately to a visual target following grammatical sentences. The results suggest that by 18 months of age, infants use their knowledge of determiners in sentence computation and in establishing reference. 相似文献