As ‘process’ as it can get: students' understanding of biological processes     

Judith Barak  Beer Sheva  MalkA. Gorodetsky  Ben Gurion 《International Journal of Science Education》2013,35(12):1281-1292

Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested.  相似文献   

New sources for improving instruction: The implicit skills study     

Barak Rosenshine  John Edmonds 《Journal of Personnel Evaluation in Education》1990,4(1):59-73

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Factors affecting probabilistic judgements in children and adolescents   总被引：1，自引：0，他引：1  

Efraim Fischbein  Maria Sainati Nello  Maria Sciolis Marino 《Educational Studies in Mathematics》1991,22(6):523-549

Six hundred and eighteen pupils, enrolled in elementary and junior-high-school classes (Pisa, Italy) were asked to solve a number of probability problems. The main aim of the investigation has been to obtain a better understanding of the origins and nature of some probabilistic intuitive obstacles. A linguistic factor has been identified: It appears that for many children, the concept of certain events is more difficult to comprehend than that of possible events. It has been found that even adolescents have difficulties in detaching the mathematical structure from the practical embodiment of the stochastic situation. In problems where numbers intervene, the magnitude of the numbers considered has an effect on their probability: bigger numbers are more likely to be obtained than smaller ones. Many children seem to be unable to solve probability questions, because of their inability to consider the rational structure of a hazard situation: chance is, by itself, an equalizing factor of probabilities. Positive intuitive capacities have also been identified: some problems referring to compound events are better solved when addressed in a general form than when addressed in a particular way.  相似文献   

Projects in Technology Education and Fostering Learning: The Potential and Its Realization     

Moshe Barak  Ahron Shachar 《Journal of Science Education and Technology》2008,17(3):285-296

The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions: the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects. The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological classroom.  相似文献   

Visual illusions in the baboon (Papio anubis)     

Efraim Benhar  David Samuel 《Learning & behavior》1982,10(1):115-118

Two baboons were trained on oddity problems with sets of stimuli involving parallel lines. When stable discrimination performance had been established, occasional test trials were run with Zöllner illusion figures. Both animals appeared to have been deceived by the illusion.  相似文献   

Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism     

Miri Barak 《Research in Science Education》2017,47(2):283-303

Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.  相似文献   

Unpacking Our Academic Suitcases: The Inner Workings of Our Feminist Research Group     

Vikki Krane  Sally R. Ross  Katie Sullivan Barak  Julie L. Rowse  Cathryn B. Lucas-Carr 《Quest (Human Kinetics)》2013,65(4):249-267

In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration.  相似文献   

Sleep disturbances in adolescents with symptoms of attention-deficit/hyperactivity disorder     

Stein D  Pat-Horenczyk R  Blank S  Dagan Y  Barak Y  Gumpel TP 《Journal of learning disabilities》2002,35(3):268-275

We evaluated 32 nonmedicated male adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD) in childhood, 35 male adolescents similarly diagnosed who were receiving methylphenidate (MPH), and 77 control boys. Both ADHD groups completed self-report questionnaires assessing sleep disturbances; weekday and holiday sleep duration; and symptoms of ADHD, anxiety, and depression. Parents and teachers rated the severity of the participants' ADHD. The control group completed self-report questionnaires assessing sleep disturbances. We found that nonmedicated participants and controls did not differ in the severity of sleep disturbance. In contrast, the medicated participants demonstrated a significantly greater severity of sleep disturbance compared with the nonmedicated participants and reported elevated levels of symptoms of ADHD, anxiety, and depression. Specific analyses showed that depressive symptoms contributed significantly to the degree of sleep disturbance when controlling for ADHD diagnosis and MPH treatment. These findings suggest that among adolescents with ADHD symptoms, the severity of symptoms of depression may contribute to the degree of sleep disturbance in addition to the effect of their primary disorder and MPH treatment.  相似文献   

Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses     

Miri Barak 《Journal of Science Education and Technology》2017,26(5):459-469

The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers’ perceptions of “cloud pedagogy”—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers (N = 48) and pre-service science teachers (N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the “cloud pedagogy” was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.  相似文献   

The Mathematical Concept of set and the 'Collection' Model     

Efraim Fischbein  Madlen Baltsan 《Educational Studies in Mathematics》1998,37(1):1-22

Analysing the various misconceptions held by students with regard to the mathematical set concept, the authors hypothesized that these misunderstandings may be explained by the initial ‘collection’ model. Even after learning the formal properties of a set in the mathematical sense, the students are still influenced in their reactions by the collection representation, which acts ‘from behind the scenes’ as a tacit model. If the mathematical concept is not continually reinforced through systematic use, it is the initial figural interpretation which will replace, as an effect of time, the formal one. The findings confirmed this hypothesis. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献