Learning science through technological design     

Wolff‐Michael Roth 《科学教学研究杂志》2001,38(7):768-790

In the course of a decade of research on learning in technology‐centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing technology. In this article I briefly review two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations and (b∥ the action‐oriented language describing the two domains. Because it is fundamentally problematic to derive what ought to happen in science classrooms from other dimensions, I provide three episodes to illustrate what and how students know and learn science during technological design activities. Episodes and analyses embody the two dimensions previously outlined. Because these episodes are representative of the database established during an extensive research program, I suggest there is sufficient ground for using and investigating science‐through‐technology curricula. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 768–790, 2001  相似文献   

Assessing sex and career biases in screening candidates for a deanship: An experimental study     

David R. Johnson  Max D. Larsen  Joan K. Wadlow 《Research in higher education》1982,17(4):363-374

To test how sex biases operate in the screening of candidates for administrative positions, an experimental study was conducted to evaluate the contribution of gender and career pattern effects on candidates' ratings. Faculty from seven universities were asked in a task that was judged to be realistic to evaluate vitae of six candidates for a deanship of a college of arts and sciences. Experimental design permitted alteration of the vitae to change gender and career patterns. No significant difference was found in the ratings assigned to male and female candidates. Career break did have a significant effect; candidates with career breaks received higher ratings on the average than those without career breaks. There was no significant interaction of gender and career break. Three different ratings systems were used, but none interacted with either gender or career break. However, closer examination of screeners' ratings did suggest that career experience was evaluated in different ways for male and female candidates.  相似文献   

Computerized Agility Training Improves Change-of-Direction and Balance Performance Independently of Footwear in Young Adults     

Max R. Paquette  Brian K. Schilling  Joshua D. Bravo  Shelby A. Peel  Yuhua Li  Robert J. Townsend 《Research quarterly for exercise and sport》2017,88(1):44-51

Understanding the effects of training in different footwear on sporting performance would be useful to coaches and athletes. Purpose: This study compared the effects of computerized agility training using 3 types of footwear on change-of-direction and balance performance in young adults. Method: Thirty recreationally active young adults (M_age = 22.8 ± 3.1 years; M_height = 1.71 ± 0.7 m; M_bodymass = 73.4 ± 10.3 kg) were randomly assigned to a 6-week computerized agility training intervention in 1 of 3 footwear groups (n = 10/group): barefoot, minimal footwear, or traditional shoes. Participants had no previous barefoot or minimal-footwear training experience. Dependent variables included change-of-direction test time to completion, Star Excursion Balance Test, and single-leg stability evaluation. Testing was performed at the start of the training program, after 2 weeks, after 4 weeks, and at the end of the training program. Results: No group or time interactions were found for any of the dependent variables. Time main effects were observed for the performance measures of change of direction, Star Excursion, and single-leg-with-eyes-open stability evaluation. Participants improved in all 3 tests as early as 2 weeks into the intervention, with improvements continuing through the entire 6-week intervention. Conclusions: The lack of interaction and footwear effects suggests that agility and balance improvements during foot agility training are independent of footwear in a recreationally active young-adult population. Computerized agility training improves change-of-direction and balance performance within 2 weeks of training implementation. Future studies should consider footwear training effects in different populations, including frail older adults and athletes.  相似文献   

Correction to: Computerized Agility Training Improves Change-of-Direction and Balance Performance Independently of Footwear in Young Adults     

Max R. Paquette  Brian K. Schilling  Joshua D. Bravo  Shelby A. Peel  Yuhua Li  Robert J. Townsend 《Research quarterly for exercise and sport》2017,88(2)

  相似文献   

Destiny of the Republic: A Tale of Madness,Medicine, and the Murder of a President Candice Millard. New York: Doubleday, 2011.     

Max J. Skidmore 《Journal of American culture (Malden, Mass. : 2003)》2012,35(1):79-80

  相似文献   

A Reply to Mrs. Lindbergh     

Max Bondy 《The Educational forum》2013,77(4):369-377

  相似文献   

We Scholars: Changing the Culture of the University,by David Damrosch     

Beloff  Max 《Minerva》1998,36(1):90-91

  相似文献   

Ronald Reagan and “Operation Coffeecup”: A Hidden Episode in American Political History     

Max J. Skidmore 《Journal of American culture (Malden, Mass. : 2003)》1989,12(3):89-96

  相似文献   

Social class and educational inequality: the impact of parents and schools. By Iram Siraj and Aziza Mayo     

Max Antony-Newman 《British Journal of Educational Studies》2016,64(1):136-138

  相似文献   

REVIEWS     

Max Biddulph 《Pastoral Care in Education》2007,25(2):55-56

  相似文献