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The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth‐grade students from two different classes of an urban Israeli junior high school who studied an earth systems‐based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher‐order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry‐based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc. 相似文献
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Jewish educators are expected not only to imbue their students with Jewish knowledge but with Jewish feelings and Jewish actions as well—in short, with Jewish identity. However, in spite of a growing understanding among researchers that identity is fluid and dynamic, many of the traditional methods for assessing Jewish identity reflect essentialist concepts of identity that assume Jews and their Jewishness remain unchanging across various contexts. Our intention in this article is to review briefly some of the ways in which traditional methods of studying Jewish identity reveal problematic conceptualizations, and to suggest an alternative that seems to us more in keeping with constructivist concepts of identity. 相似文献
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In order to continue being an authentic Jew, the secular Israeli Jew must be knowledgeable of the Jewish religious heritage. If he is an ignoramus regarding Jewish sources, unattuned to their substance, he approaches the condition of being an Hebrew speaking Goy (Hertzberg, 1995; 7). 相似文献
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Social Information Processing in Compliance Situations by Mothers of Behavior-Problem Boys 总被引：3，自引：0，他引：3
Zvi Strassberg 《Child development》1995,66(2):376-389
This investigation examined differences between mothers of behavior-problem boys (MBP; n = 20) and mothers of average boys (MAB; n = 20) in processing information in compliance situations (mean ages; mothers = 30 years, children = 8 years). Mothers responded to videorecorded stimuli of child behavior cues. Compliant and oppositional stimuli were clear regarding whether the child was going to obey the mother; however, bargaining and complaining were ambiguous. MBPs made greater attributions of defiant intent toward the child and experienced more anger than did MABs in ambiguous stimulus situations. MBPs also expected more resistance from the child and experienced more anxiety than did MABs, in all stimulus situations (ambiguous and clear). Differences between group mean processing scores were greater under conditions of stimulus ambiguity than under conditions of stimulus clarity. Findings are discussed in terms of the interface of mother-child relationship history and the child's current behavioral cues. 相似文献
5.
Emran Ameer Spektor-levy Ornit Paz Tal Ofra Ben Zvi Assaraf Orit 《Science & Education》2020,29(2):237-261
Science & Education - A thorough understanding of the concept of the nature of science (NOS) is essential to the development of scientific literacy among students, as it provides the students... 相似文献
6.
System thinking skills at the elementary school level 总被引：1，自引：0，他引：1
This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry‐based earth systems curriculum that focuses on the hydro‐cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry‐based learning with lab inquiry‐based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long‐term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior–high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540–563, 2010 相似文献
7.
Zvi Reich 《Journalism Practice》2014,8(5):619-631
For the first time, this paper studies the evolution of photojournalists' bylines compared to reporters' bylines, which proved a sensitive barometer of longitudinal changes in reporters' status, professionalism, creativity and authorship. Based on a sample of 8800 photographs and news items published across the twentieth century in five quality national dailies: New York Times, The Times of London, Le Figaro, Irish Times and Ha'aretz, this paper shows that photojournalists were discriminated against substantially, consistently and internationally throughout the entire century, lagging not only behind reporters, but also behind the growing centrality of their own photographs. This paper suggests that attribution of photojournalists was hindered by the perception of photography as an objective reproduction of reality that has a weaker claim to attribution; by publishers being attributed of photographic authorship; by the efforts of textual journalists to preserve their superior jurisdiction over news reporting, constructing the inferiority of photojournalism and restricting it to denotative functions; and by the conceptual separation between the growing significance of photography, and the secondary status of its creators, who remain visual creatures in a predominantly textual kingdom. Findings indicate how textual the DNA of the Western press is, which makes its survival more difficult in an increasingly visual world. 相似文献
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This article presents an in-depth analysis of two commemoration events in a first-grade classroom of a bilingual school in Israel. The two events presented – the commemorations of the Holocaust Day and the Memorial Day – derive from a longitudinal ethnographic study of integrated bilingual schools in Israel. The analysis of these events shows teachers’ and students’ ambivalent emotions about the Other, as a result of pedagogical efforts to engage with the work of mourning in integrated classrooms, while attempting simultaneously to promote mutual respect and understanding. We further argue that ambivalent emotions in the context of integrated schooling bring to the surface serious concerns about symmetry and asymmetry; such concerns reveal elements of the emotional risks and benefits as a result of bringing children from conflicting groups closer. The implications for teaching and learning in integrated school settings of conflict-ridden societies are discussed. 相似文献
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The purpose of this study was to investigate how teachers of the integrated bilingual Palestinian-Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. Field notes from an in-service training workshop were analyzed according to three levels of the teaching context: the personal, professional and political. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. According to the findings, recommendations are made for improving the positioning of the teachers in relation to pupils, parents and policy-makers. 相似文献