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1.
Steve Masson Patrice Potvin Martin Riopel Lorie‐Marlène Brault Foisy 《Mind, Brain, and Education》2014,8(1):44-55
Science education studies have revealed that students often have misconceptions about how nature works, but what happens to misconceptions after a conceptual change remains poorly understood. Are misconceptions rejected and replaced by scientific conceptions, or are they still present in students' minds, coexisting with newly acquired scientific conceptions? In this study, we use functional magnetic resonance imaging (fMRI) to compare brain activation between novices and experts in science when they evaluate the correctness of simple electric circuits. Results show that experts, more than novices, activate brain areas involved in inhibition when they evaluate electric circuits in which a bulb lights up, even though there is only one wire connecting it to the battery. These findings suggest that experts may still have a misconception encoded in the neural networks of their brains that must be inhibited in order to answer scientifically. 相似文献
2.
Caroline Couture Egide Royer Franc¸ois A. Dupuis Pierre Potvin 《Emotional and Behavioural Difficulties》2013,18(4):284-302
Abstract This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective. 相似文献
3.
Kara Long Santi Thompson Sarah Potvin Monica Rivero 《Cataloging & classification quarterly》2017,55(3):107-128
Increasingly, metadata standards have been recognized as constructed rather than neutral. In this article, we argue for the importance of a documentation approach to metadata standards creation as a codification of this growing recognition. By making design decisions explicit, the documentation approach dispels presumptions of neutrality and, drawing on the “wicked problems” theoretical framework, acknowledges the constructed nature of standards as “clumsy solutions.” 相似文献
4.
While there is a growing body of work that examines disciplinary identity development, unlike qualitative work in this area, quantitative research has not fully incorporated the importance of different contexts, nor has it uniquely focused on underrepresented groups (in this case, women in physics). This study examines how the constructs posited by prior work as important for physics identity, as well as an additional theorized construct, may interrelate and affect female students' physics identity differently depending on the context. Context in this study refers to two different experiential levels in college. The constructs examined include performance/competence, recognition, and interest, as well as sense of belonging. In particular, we used structural equation modeling to examine the effect that these constructs have on the physics identity of two groups of female physics undergraduates: first year students and senior year students. The results reveal that the relationship of the theorized constructs with physics identity vary between the two groups as well as compared to prior research with broad college student populations (not just physics majors). Unlike broad college student populations, for our sample of female physics undergraduates, interest did not have a direct effect on physics identity while sense of belonging was significant only for senior year students. These results exemplify the importance of examining context or different types of student experiences when studying disciplinary identity development rather than generalizing previous frameworks to all contexts. 相似文献
5.
Renato Schibeci Judith MacCallum Wendy Cumming‐Potvin Cal Durrant Barry Kissane Erica‐Jane Miller 《Learning, Media and Technology》2008,33(4):313-327
Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures. 相似文献
6.
7.
Tzung-Jin Lin Tzu-Chiang Lin Patrice Potvin 《International Journal of Science Education》2019,41(3):367-387
Following a series of reviews every 5 years since 1998, this fourth study presents the research trends in science education based on 1,088 research articles published in Science Education, Journal of Research in Science Teaching, and International Journal of Science Education from 2013 to 2017. The top three research topics, that is, the context of students’ learning, science teaching, and students’ conceptual learning were still emphasized by researchers in the period of 2013–2017. It is also evident that researchers have undoubtedly changed their preferences of research topics in the three journals within the 2 decades. For example, the topic concerning conceptual understanding, alternative conceptions, and conceptual change (Learning-Conceptions) was in continuous decline from 2003 to 2017, although it ranked as the top topic in the 1998–2002 period. The research topic of Teaching continuously ranked second in the 2008–2012 as well as in the 2013–2017 periods. Yet, the declining trend of Goals, Policy, and Curriculum reported in the last review was not observed in the latest period. The analysis of the top 10 most-cited papers unveiled that the issues such as inequality in science education, STEM education, and undergraduate research experiences were gradually highlighted. 相似文献
8.
Typology of students at risk of dropping out of school: Description by personal, family and school factors 总被引：1，自引：0，他引：1
Laurier Fortin Diane Marcotte Pierre Potvin Ph.D. ps.éd Égide Royer Jacques Joly 《European Journal of Psychology of Education - EJPE》2006,21(4):363-383
The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology
was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school
contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups:
(1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties
type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique
confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression
and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report
many family organisational problems and that they obtain little emotional support from their parents. They also perceive little
order or organisation in the classroom. 相似文献
9.
Learning Environments Research - While positive teacher–student relationships are at the heart of teaching and learning, it is no easy task to improve these relationships and cultivate caring... 相似文献
10.
Patrice Potvin Julien Mercier Patrick Charland Martin Riopel 《Research in Science Education》2012,42(3):401-414
This research investigates the effect of classroom explicitation of initial conceptions (CEIC) on conceptual change in the
context of learning electricity. Eight hundred and seventy five thirteen year-olds were tested in laboratory conditions to
see if CEIC is or is not a productive step toward conceptual change. All students experienced a problem-based pedagogical
treatment called “the electronic challenge.” The randomly determined experimental group was also exposed to CEIC. Data shows
a significant beneficial effect of CEIC and no unwanted “contamination effect”, particularly for female subjects. 相似文献