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This article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print-based languages and scientific understanding. The ideas presented come from various disciplines connected to science education. The ideas are meant to be informative, provocative, integrative, supportive, and without hidden agenda. 相似文献
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Shu-Mey Yu Larry D. Yore 《International Journal of Science and Mathematics Education》2013,11(5):1233-1254
The purpose of this study was to investigate the quality, evolution, and position of university students’ argumentation about organic agriculture over a 4-week argument–critique–argument e-learning experience embedded in a first year university biology course. The participants (N??=??43) were classified into three groups based on their epistemological views. Data collected from individual arguments, group deliberations, and individual critiques were coded and analyzed to establish the quality and evolution of argumentation. Results indicated significant improvement in the quality of their justifications between the first and second arguments. Post-hoc comparison of epistemological groups indicated that the more constructivist-oriented students had a greater significant evolution of their justifications than the more empiricist-oriented students, but there was no significant main effect for epistemological orientation. Qualitative analysis of the intervening critiques indicated that some students incorporated or used other students’ arguments or counter-arguments to change their position or to enhance the justification of their original position on organic agriculture, while others appeared to be locked into a confirmation-bias stance and search for evidence that supported their original position and disregarded contradictory evidence. 相似文献
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Larry D. Yore 《科学教学研究杂志》1984,21(7):745-753
This study explored Morine and Morine's (Discovery: A challenge to teachers. Englewood Cliffs, NJ: Prentice-Hall, 1973) assumptions regarding age and cognitive development of learners successfully utilizing two types of inquiry, specifically structured inductive and semi-deductive. Two groups of elementary school students from grades one, three and five were individually assessed on six conservation tasks and a multiplicative classification task. The two groups were instructed on two different science topics utilizing different inquiry strategies. Achievement data from topic specific tests were analyzed by an ANOVA technique. The results indicated that age made a significant difference on achievement for both inquiry strategies. The significant contributions were due to the differences between grade one and grades three and five. The differences between grade three and grade five were not significant. The effect of cognitive development was more noticeable in the less structured semi-deductive strategy in which four conservation tasks and the multiplicative classification tasks were significant. 相似文献
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The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998. 相似文献
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Larry D. Yore John O. Anderson Mei-Hung Chiu 《International Journal of Science and Mathematics Education》2010,8(3):593-609
Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and
science education reforms. Many in the mathematics and science education research communities lament the lack of influence
that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with
the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment,
and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and
development results to the broader political and education communities; therefore, applicants agree to these requirements
without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers
need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer
and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines
the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge
transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue
are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional
comparisons, and direct influence on policy. 相似文献
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John O. Anderson Mei-Hung Chiu Larry D. Yore 《International Journal of Science and Mathematics Education》2010,8(3):373-388
This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has
completed a full cycle of administration—reading, mathematics, and science—to look at ways in which PISA has been used in
participating countries and with what consequences, and to identify potential research and policy directions emanating from
this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date
and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article
provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science
literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and
recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has
provided a fresh perspective on ‘what might be’ by decoupling the assessment from mandated curricula to focus on literacies
needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers. 相似文献