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L. Maury O. Betbeder‐Matibet M. Hulin 《International Journal of Science Education》2013,35(3):319-326
A study of Norwegian science textbooks for grade 8 indicates an individualistic image of science where individual scientists are discovering truth, through experiment. Scientific rationality is grounded in procedures of inquiry alone and not in debate and argumentation within scientific communities. The communal aspects of science tend to become visible in historical examples where science did not function properly due to prejudices or ignorance. Furthermore, science proper and school science are not differentiated between, and 'scientific knowledge about nature' and 'nature' are one and the same. The discourse identified is well suited to provide students with broad and general knowledge about natural and everyday phenomena. However, it is less suitable for teaching about the scientific enterprise in contemporary society. This is worrying for students' scientific literacy as future adults, as this dimension is essential for understanding the nature of science and for democratic citizenship in socio-scientific issues. 相似文献
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May Maury Hardin 《Roeper Review》2013,35(2):2-3
Collaborative arrangements among educators and community agencies can transfer programs for the gifted from outdated school systems to comprehensive educational systems. 相似文献
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Shulamit Natan Ritblatt Sarah Maury Brassert Ronn Johnson Francisco Gomez 《Early childhood research quarterly》2001,16(4)
This study examined whether children attending Head Start for two years have better developmental outcomes than children attending for one year and whether their families enjoy a more positive family environment. Forty-five children were in the one-year duration group and 29 were in the two-years duration group. The Family Environment Scale (FES), the Child Development Inventory (CDI), and a demographic questionnaire were administered. Results indicated that children’s scores on the CDI did not differ as a function of the length of participation in Head Start. However, families who participated for two years reported an increased intellectual-cultural orientation, and increased active recreational orientation. These families placed greater emphasis on organization, and read more times to their child during the week than families who participated in the program for only one year. 相似文献
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Claude Maury 《European Journal of Engineering Education》1981,6(1-2):79-81
Within a conference devoted to the interaction between engineering education and society, it was only natural to give a place to the contribution of engineering education to industrial development. This rich and undoubtedly delicate topic has been dealt with from three viewpoints:
— the contribution of educational establishments to the actualization of engineers' technological knowledge.
— the participation of industry in the precise definition of curricula.
— the contribution of engineering education to the industrial growth of developing countries. 相似文献
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Sylvette Maury 《Educational Studies in Mathematics》1985,16(3):283-301
Resume Ce travail est une contribution à l'étude des acquisitions spontanées des élèves en ce qui concerne la notion d'indépendance en probabilités. Une de nos hypothèses générales est que, dans le champ des phénomènes aléatoires, de légères modifications de la présentation d'un problème sont susceptibles d'avoir une influence nette sur les conduites des élèves. Cette hypothèse semble fondée: en effet, les performances à l'épreuve ici retenue-bien que toujours favorables-sont très sensibles à la forme de la question posée dans l'énoncé. Nous essayons d'interpréter ce résultat en analysant les modifications de la tâche impliquées par le changement de forme de la question et en examinant les arguments exprimés par les éléves.
Influence of the question in a task on the concept of independence
This work is a contribution to the study of spontaneous assimilation by students concerning the concept of independence in probability. One of our general hypotheses is: in the field of random phenomena, slight modifications of the presentation of a problem are likely to have a distinct influence on students behaviour. This hypothesis seems justified: indeed, performances of the task designated here, although always relatively successful, are very sensitive to the form of the question given in the problem. We try to interpret this result by analysing the modifications of the task implied by the change of form in the question, and by examining the arguments expressed by the students.相似文献
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The purpose of this study was to determine and describe the procedures used by students in French secondary schools (normal age ranging from eleven to fifteen years). In order to relate measures represented in graphic form to measures given in numerical form, these students were found to implement procedures suited to multiplicative problem solving involving isomorphism of measures. But other more specific procedures — both qualitative and quantitative — were also employed, most likely due to the graphic nature of the task. Moreover, a high degree of variability in procedure selection was observed. This variability is a reflection of the fact that in addition to operational devices specific to problem solving, these children also have at their disposal decision-making rules that partially depend on task content. 相似文献
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