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1.
Attention to core concepts in science and engineering in early education has grown recently, and understanding levers as force amplifiers can be recognized as one of these. Previous studies focused on two-sided levers and do not provide sufficient information about children's knowledge of levers as force amplifiers, nor about their learning and its support from an education perspective. It is important to consider load distance and force distance separately, as may be done in one-sided levers, to understand children's knowledge of levers as “simple machines” thoroughly. Moreover, children's zone of proximal development and the possibilities to foster their knowledge should be explored to understand important features of teaching. We thus directed two studies with 6- to 7-year-old children. In study 1, we conducted a paper-and-pencil test in the context of wheelbarrows (N = 370; age M = 6.62). We investigated whether it is possible to empirically separate the features load, load distance, and force distance as well as to determine their level of difficulty. Our study showed that children's concepts of the three aspects load, load distance, and force distance are fragmented, with children finding it continuously more difficult to judge load, load distance, and force distance correctly. In study 2, we developed a 20-min intervention with a controlled 2 × 2 pre-post follow-up design for exploring the zone of proximal development of 304 6- to 7-year-old children in the domain of one-sided levers as force amplifiers, focusing on force distance and load distance. We implemented a structured learning environment that encouraged the children to manipulate wheelbarrows and supported them with pictures and/or verbal prompts. 6- to 7-year-old children had a higher learning gain when they were exposed to scaffolds that combined pictures and verbal prompts in the posttest as well as in the follow-up test four weeks later compared to the control group. 相似文献
2.
Nancy L. Halliday Mary B. Moon Daniel L. O'Donoghue Britta M. Thompson Sheila M. Crow 《Anatomical sciences education》2019,12(4):399-406
The University of Oklahoma College of Medicine has conducted an annual Anatomical Donor Luncheon where families of the anatomical donors met anatomy dissection groups of medical students. The luncheon presented an opportunity for donor family members to share the life story of their loved one with the medical students prior to the start of the anatomy course. This study was designed to understand the impact of the Anatomical Donor Luncheon on families of the donors. Seven families in two different focus groups were included to explore the reactions and attitudes of the donor families to meeting the medical students. Conversations were digitally recorded and transcribed. Qualitative analysis of textual data were coded by three investigators using the Constant Comparative Method. To provide evidence of validity, a form of member checking was utilized. For further triangulation, an analyst not involved in conducting the focus groups or analyzing the data, re-coded all data. This analyst used categories and themes identified by the original analysts, ensuring validity of the themes and any negative cases (data not supporting or contradictory of the established categories and themes). One meta-theme and three sub-themes were identified. The meta-theme was Donor Family Participants Experience Transformation and Closure, and sub-themes were Motivators for Participation, Optimal Venue Factors, and Optimal Medical Student–Anatomical Donor Family Interactions. Study findings indicated the Anatomical Donor Luncheon facilitated closure on the death of their loved one, and transformed their apprehension about the luncheon and body donation into an attitude of gratitude and appreciation. 相似文献
3.
Britta Hawighorst 《Zeitschrift für Erziehungswissenschaft》2007,10(1):31-48
In diesem Beitrag wird ’kulturelle Diversit?t‘ im Kontext unterschiedlicher mathematikbezogener Bildungsorientierungen von
Eltern beleuchtet. Es wird von Ergebnissen einer qualitativen Untersuchung berichtet, die aus der Sicht türkischsprachiger,
russischsprachiger sowie einheimisch deutscher Eltern danach fragt, wie mathematische Bildung in Familien gestaltet ist und
unter welchen Rahmenbedingungen sie stattfindet. Es wird der Frage nachgegangen, auf welche Weise sich Unterschiede in den
Vorstellungen der Eltern manifestieren, und mithilfe welcher Kategorien sie sich begrifflich fassen lassen. In zwei Fallbeispielen
werden jeweils spezifische Auspr?gungen mathematikbezogener Vorstellungen im Kontext ihrer sozialen und kulturellen Entstehungsbedingungen
vertieft betrachtet. Zuletzt wird mit Bezug auf die türkisch- und russischsprachigen V?ter und Mütter diskutiert, welchen
Erkl?rungswert ihre sprachlich-kulturelle Herkunft auf der einen Seite und ihre soziale Lage auf der anderen Seite für ihre
jeweiligen Bildungsorientierungen haben. 相似文献
4.
5.
This research investigated 68 secondary school students’ perceptions of their computer-mediated project-based learning environment
and their attitudes towards Project Work (PW) using two instruments—Project Work Classroom Learning Environment Questionnaire
(PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based learning environment, students experienced
a face-to-face classroom setting and e-learning by using a synchronous computer-mediated communication (CMC) tool called ‘iCollaborate’
for online communication and project collaboration with peers from other countries. The PWCLEQ and PWRAI instruments were
used to evaluate the computer-mediated project-based learning environment using students’ perceptions of the learning environment
and to further investigate how their perceptions might affect their attitudes towards PW lessons. Students perceived the computer-mediated
project-based learning environment favourably but they preferred to experience more Material Environment and more Open-Endedness
and Social Presence. Simple correlation analysis revealed that all environment dimensions were significantly and positively
related to the students’ attitudes towards PW, while multiple regression analysis indicated that two scales, Instructor Support
and Social Presence, were the strongest predictors of attitudes towards PW lessons. 相似文献
6.
Britta Kilian Manfred Hofer Stefan Fries Claudia Kuhnle 《European Journal of Psychology of Education - EJPE》2010,25(1):67-85
The relations between students’ value orientations, decisions in conflicts between on-task and off-task actions in the classroom,
and experiences of motivational interference following these conflicts were investigated. It was expected that well-being
value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior
in such conflicts and that the higher students’ well-being value orientation, the higher their motivational impairment when
deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the
relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior
was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected
using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships
as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure
actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility
of off-task behavior can impair motivation and achievement. 相似文献
7.
Socially desirable responses have been widely discussed as potentially biasing self-reported measures of environmental attitude and behaviour assessment. The direct and moderating effect of social desirability on children has not been analysed before. By applying a Lie scale together with a two-factor environmental attitude set measure and a scale of self-reported General Ecological Behaviour (GEB) to 198 pupils, we found a moderate impact of Lie scores on only one of both attitude measures and a small impact on GEB. In a multiple regression analysis general behaviour was predicted by attitude, social desirability, and the interaction of both. Social desirability had no moderating effect on the relationship between environmental attitudes and behaviour. Implications of these outcomes for research on environmental issues with children are discussed. 相似文献
8.
Britta Carlsson 《Scandinavian Journal of Educational Research》2013,57(2):125-143
This paper argues that photography is a helpful tool in understanding the ways people experience the world. Five arguments are presented in order to support this statement, each built on the methodological idea that respondents are asked to take, or produce, their own pictures related to a particular phenomenon under investigation. The arguments are: new unconventional methods enhance educational inquiry; photos can serve as communication bridges between strangers; photography makes it easier to represent a situation; photos can be regarded as complex expressions of the photographer's relation to the world; finally, photos enhance the expressing of feelings. These arguments are further discussed in the context of outcomes of a study, which used photography to probe ecological understanding. It is concluded that a deliberate use of the methodology will enhance not only the way photos might be used in research but also enrich educational research aiming at capturing the way people experience and relate to the world surrounding them. 相似文献
9.
Copper(II) hydroxide (as the rarely occurring mineral spertiniite) is formed under alkaline, oxidising conditions. It has been observed as a naturally occurring corrosion product of brass in sea water. But most occurrences on copper alloys are due to conservation treatments using basic solutions (sodium hydroxide or ammonia) or to intentional patination. Classical brass centrepieces (c. 1800), ‘cleaned’ with ammonia solution, developed a blue spertiniite patina in gaps, where evaporation was hindered. Additional to the danger of stress corrosion cracking this is another reason now outlawing this treatment. Copper pigment layers will transform to copper hydroxide when exposed to bases. The treatment of basic copper salts with bases has been used intentionally in the production of Bremen blue and similar pigments which can be composed of copper hydroxide as well. 相似文献
10.
Britta?OerkeEmail author Katharina?Maag Merki Monika?Holmeier Daniela?J.?J?ger 《Educational Assessment, Evaluation and Accountability》2011,23(3):223-241
The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters
and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have
not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams
in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase
in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from
2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively.
As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination
systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none
of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful
and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted
and consequences for further studies are formulated. 相似文献