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This article presents the results of a mixed methods study that used the Draw-a-Scientist Test as a visual tool for exploring preservice teachers’ beliefs about scientists. A questionnaire was also administered to 165 students who were enrolled in elementary (K–8) and secondary (8–12) science methods courses. Taken as a whole, the images drawn by preservice teachers reflected the stereotype of a scientist as a man with a wild hairdo who wears a lab coat and glasses while working in a laboratory setting. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers’ program and previous science experiences. Post degree students in secondary science methods courses created images of scientists with fewer stereotypical elements than drawings created by students in the regular elementary program. 相似文献
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Todd Milford Shelley P. Ross John O. Anderson 《International Journal of Science and Mathematics Education》2010,8(3):453-473
The Programme for International Student Assessment (PISA) has been developed by the Organisation for Economic Co-operation
and Development to provide participating nations with internationally comparative mean literacy scores in reading, mathematics,
and science for students nearing the end of compulsory schooling. The number of nations from the Americas that are participating
in PISA has been increasing over the past 4 administrations. This 2-part paper (a) outlines the reaction to PISA within the
media of both North and South America and (b) presents an Americas-specific example of the ways in which the PISA dataset
can be used for more exploratory analysis through the lens of policy and curriculum suggestions, rather than just league table
comparisons. We used multilevel modeling of scientific literacy predicted on a number of school-level background variables.
Results point to the importance of socioeconomic background of the student as well as the school in predicting scientific
literacy across all nations in the study; however, other school-level significant predictors were more nation-specific. Interpretations
of these models as well as next steps are discussed. 相似文献
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David M. Laverty Jonny Milliken Matthew Milford Michael Cregan 《European Journal of Engineering Education》2012,37(6):557-574
This paper presents a new laboratory-based module for embedded systems teaching, which addresses the current lack of consideration for the link between hardware development, software implementation, course content and student evaluation in a laboratory environment. The course introduces second year undergraduate students to the interface between hardware and software and the programming of embedded devices; in this case, the PIC (originally peripheral interface controller, later rebranded programmable intelligent computer) microcontroller. A hardware development board designed for use in the laboratories of this module is presented. Through hands on laboratory experience, students are encouraged to engage with practical problem-solving exercises and develop programming skills across a broad range of scenarios. 相似文献
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Tippett Christine D. Milford Todd M. 《International Journal of Science and Mathematics Education》2017,15(1):67-86
Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two early childhood educators are incorporating STEM activities. We used a protocol consisting of a list of potential characteristics of effective and appropriate STEM curriculum for young children to structure our classroom observations. We also used semi-structured interviews, focus groups, and a questionnaire to collect data from multiple stakeholders (teachers, students, and parents), to examine how STEM activities were incorporated in Pre-K, to explore students’ engagement with STEM concepts, and to investigate parents’ opinions about STEM in general and STEM as experienced by their children. Our findings provide support for the inclusion of STEM-based learning experiences for young children. 相似文献
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Mike Milford 《Sport in History》2018,38(1):96-117
The story of Jesse Owens has become one of the dominant sports narratives of the twentieth century. The compelling visual record of his performance at the 1936 Berlin Olympics has been used to argue for a number of political and social causes. What is particularly fascinating about the images of Owens’s win is the ways in which it functioned for diametrically opposing ideological viewpoints. The story behind the footage reveals an interesting confluence of history and visual rhetoric. This essay considers how the Owens footage was put to work as both an example of American exceptionalism in one case and a transcendent appeal designed to mitigate the stigma of Nazi ideology in another. The principles of visual rhetoric elucidate the ways in which imagery like the Owens footage is purposefully packaged to portray these types of messages. 相似文献
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