The role of perceptual similarity,context, and situation when selecting attributes: considerations made by 5–6-year-olds in data modeling environments     

Aisling Leavy  Mairead Hourigan 《Educational Studies in Mathematics》2018,97(2):163-183

Classroom data modeling involves posing questions, identifying attributes of phenomena, measuring and structuring these attributes, and then composing, revising, and communicating the outcomes. Selecting attributes is a fundamental component of data modeling, and the considerations made when selecting attributes is the focus of this paper. A teaching experiment involving 2 teacher educators and 25 pre-service teachers (PSTs) was carried out with 24 young children (5–6-year-olds) as part of a 4-day data modeling investigation. Although perceptual features of the data influenced initial approaches to attribute selection, considerations of the problem situation influenced a shift from the perceptual and towards consideration of attributes such as taxonomy, habitat, behavior, and diet. Expertise in the data context (animal kingdom) and ability to collaborate and negotiate within groups supported children in their ability to switch attributes, attend to multiple situations presented by the problem, and modify and extend their categorizations of data.  相似文献   

Practice makes proficient: teaching undergraduate students to understand published research     

Trina C. Kershaw  Jordan P. Lippman  Jennifer M. B. Fugate 《Instructional Science》2018,46(6):921-946

Scientific knowledge, including the critical evaluation and comprehension of empirical articles, is a key skill valued by most undergraduate institutions for students within the sciences. Students often find it difficult to not only summarize empirical journal articles, but moreover to successfully grasp the quality and rigor of investigation behind the source. In this paper, we use instructional scaffolds (reading worksheets, RWs, with tutorials) to aid students in being able to comprehend, and ultimately transfer, the skills necessary in critically evaluating primary sources of research. We assess students’ learning of these skills on a multiple-choice assessment of Journal Article Comprehension (JAC). Students in experimental classes, who received instructional scaffolds, improved on the JAC post-test compared with students in control classes. This result shows that students are acquiring fundamental research skills such as understanding the components of research articles. We also showed that improvement on the JAC post-test for the experimental class extended to a written summary test. This result suggests that students in the experimental group are developing discipline-specific science process skills that allow them to apply JAC skills to a near-transfer task of writing a summary.  相似文献   

Staging Professional Ethics in Higher Education: a Dramaturgical Analysis of “Doing the Right Thing” in Student Affairs     

L. Earle Reybold  Mark D. Halx 《Innovative Higher Education》2018,43(4):273-287

  相似文献   

Different People in Different Places     

Haira Emanuela Gandolfi 《Science & Education》2018,27(3-4):259-297

This article presents the results of an exploratory study of students’ knowledge about scientists and countries’ contributions to science, aiming at answering two research questions: “In which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?” Thus, this study aimed at depicting students’ knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12–15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students’ knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students’ answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.  相似文献   

Why Everything Failed     

Bradley C. S. Watson 《Academic Questions》2018,31(4):519-521

  相似文献   

The Historical Heart of Atmospheric Science     

Anthony J. Sadar 《Science & Education》2018,27(1-2):233-235

  相似文献   

Editorial     

Pratibha Jolly  T. N. C. Vidya 《Resonance》2018,23(3):245-248

  相似文献   

A Sneak Peek into 5G Communications     

Udit Narayana Kar  Debarshi Kumar Sanyal 《Resonance》2018,23(5):555-572

The world of mobile communications is poised for yet another disruptive transformation – the introduction of 5G. It will change the way mobile phones communicate. New technologies at the device level and novel network architectures to manage them will be soon seen everywhere. This article explores what 5G is all about. It also talks briefly about the preparations underway across the globe to deploy 5G by 2020.  相似文献   

The Inveterate Tinkerer 15. Miscellaneous Fluid Instabilities     

Chirag Kalelkar 《Resonance》2018,23(7):809-819

In this series of articles, the author discusses various phenomena in fluid dynamics, which may be investigated via tabletop experiments using low-cost or home-made instruments. The fifteenth article in this series demonstrates some fluid instabilities.  相似文献   

The Psychological Contracts of Undergraduate University Students: Who Do They See as Exchange Partners,and What Do They Think the Deals Are?     

Joshua R. Knapp  Suzanne S. Masterson 《Research in higher education》2018,59(5):650-679

The relationship between students and their academic institution is based on exchange. However, we have limited knowledge regarding how many exchanges students perceive, who (or what) the perceived exchange partners are, and what the perceived terms of those exchanges contain. To address this gap, we utilized a mixed-method approach to explore and describe the psychological contracts of two sets of undergraduate university students: newly entering freshman, and experienced university students. Results clearly demonstrated that students perceive numerous psychological contracts relevant to their education with a variety of partners both inside and at the boundaries of the institution. Results also demonstrated that these contracts are qualitatively and quantitatively distinct. The overarching implication of these findings is that students navigate a web of diverse exchange partners, and it would be a mistake for educators and researchers to focus exclusively on one or few relationships presupposed to be most important.  相似文献