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R F Jarman 《Child development》1979,50(2):575-577
Techniques of presenting information temporally in the auditory and visual modalities and spatially in the visual modality were used to assess information processing in 7- and 9-year-old children. The results of the study were interpreted as contradictory to the view that modalities are specialized for the processing of distinct forms of information. Viewed developmentally with related literature, however, the study also suggests that some specialization of modalities may be found in the preschool years, with a school-age shift to nonspecialization. 相似文献
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This paper reports the findings of a study of the literacy perceptions and practices of general primary teachers (Key Stage 2) and post‐primary science teachers (Key Stage 3) within two clusters of schools. The study also explores the possible impact on pupils of any difference in the language climate which may accompany them on their journey across this curricular interface. Interviews with science managers and teachers suggest a quite restricted view of literacy is taken in both phases of schooling with no evidence of any practices which may support the notion of curricular continuity. The different approaches to the introduction of scientific terminology, writing, reading and classroom discussion were reflected in pupils' accounts of their experience and clearly posed a problem for some. We suggest there would be merit in teachers adopting a much wider perspective on literacy which recognises the opportunities for developing the interrelated strands of “general literacy” and “the discourses of science” alongside “learning through language”. By addressing each of these domains, and sharing practice across the key stages, a more comprehensive and coherent approach to “language, literacy and science learning” may result, in turn helping minimise the adverse effects of “language climate change”. 相似文献
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Abstract This study determined how experts see the future of adult fitness by using the Delphi Technique as a measurement tool. Experts (n = 50), all Fellows of the American College of Sports Medicine, were selected on the basis of their reputations in adult fitness. Three questionnaires were submitted to the panel. In the first questionnaire each expert listed five or more events, trends, or developments they thought would take place and five or more events they would like to see take place in the next 25 years. From the events and trends listed on this questionnaire, 100 items were generated that formed the basis for the last two questionnaires. Responses to the items on the second questionnaire were evaluated on a 5-point Likert scale for probability and desirability. In the third questionnaire, group means and standard deviations were calculated and recorded for each item. Only those items which were significantly (p < .01) higher than 3.0, the average probability or desirability response on the Likert scale, were included in the analysis. The items were divided into seven categories: fitness in sport and recreation, fitness and wellness, fitness in industry, fitness in education, fitness in business, research in fitness, and fitness equipment and facilities. The highest single mean for any item for both probability (M = 4.31) and desirability (M = 4.83) was increased awareness of health and fitness among the elderly. 相似文献
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Science programmes which prepare students to read critically and respond thoughtfully to science-based reports in the media
could play an important role in promoting informed participation in the public debate about issues relating to science, technology
and society. Evidence based guidance about the practice and pattern of use of science-based media in the classroom is limited.
This study sought to identify learning intentions that teachers believe ought to underpin the development of programmes of
study designed to achieve this end-result. Teachers’ views of knowledge, skills and attitudes required to engage critically
with science-based news served as a basis for this study. Teachers developed a pedagogical model by selecting appropriate
statements of learning intentions, grouping these into coherent and manageable themes and coding them according to perceived
level of difficulty. The model is largely compatible with current curricular provision in the UK, highlights opportunities
for interdisciplinary collaboration and illustrates the developmental nature of the topic. 相似文献
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This paper describes the development of an innovative resource, comprising authentic newspaper articles and associated activities, designed to broaden the range of reading material available for use in the science classroom. Science teachers' response to the publication is discussed. The resource was very well received, indicating that, given appropriate material, science specialists demonstrate a willingness to use media text in their classrooms. However, while all viewed the publication as a valuable science resource and many saw its potential for promoting literacy through science, only a few recognised it as a vehicle for encouraging, among students, critical engagement with science in the media. This suggests that further intervention may be necessary if this outcome is to be achieved. 相似文献