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1.
用流体力学原理、声学原理、运动心理学证明了乒乓球运动员在大型体育馆比赛所产生的“球速差感”是一种错觉；探讨了产生这种错觉的原因；指出这种错觉是一种心理物理学现象，并阐述了研究体育运动中的心理物理学现象的重要意义。 相似文献
2.
意识形态问题是学术界的一个重大理论问题,近年来由于对此问题认识上提偏差,使艺在社会结构中的地位难以落实,以至产生了“艺术非意识形态”的怪论。本通过对几种有代表性的意识形态看法的辨析,力求说明其真实面目。 相似文献
4.
More often than not,people are inclined to think they have known a certain person enough by his or her everyday appearance,manners,speech and behaviors and therefore tend to draw their conclusions on what this person is like in nature.Nonetheless,this could be misguiding and a misconception if we don’t see how he or she reacts at the turning point of matters that concern not just him or her,but also others.Time reveals a person’s heart,so does the adversity as illustrated in the short story--Mr.Know All which tries to convey a key message to its readers:don’t make your judgment about a book by its cover until you have read it through. 相似文献
5.
Richard W. Madsen 《Teaching Statistics》1995,17(3):90-92
Students develop concepts of probability withut formally studying the discipline and some of their concepts are at variance with those taught in the classroom. A sruvey of 200 students in five schools in Missouri was undertaken in an attempt to learn about pre-conceptions. The results are discussed in this article. 相似文献
6.
William L. Romine Lloyd H. Barrow William R. Folk 《International Journal of Science Education》2013,35(11):1874-1901
Understanding infectious diseases such as influenza is an important element of health literacy. We present a fully validated knowledge instrument called the Assessment of Knowledge of Influenza (AKI) and use it to evaluate knowledge of influenza, with a focus on misconceptions, in Midwestern United States high-school students. A two-phase validation process was used. In phase 1, an initial factor structure was calculated based on 205 students of grades 9–12 at a rural school. In phase 2, one- and two-dimensional factor structures were analyzed from the perspectives of classical test theory and the Rasch model using structural equation modeling and principal components analysis (PCA) on Rasch residuals, respectively. Rasch knowledge measures were calculated for 410 students from 6 school districts in the Midwest, and misconceptions were verified through the χ 2 test. Eight items measured knowledge of flu transmission, and seven measured knowledge of flu management. While alpha reliability measures for the subscales were acceptable, Rasch person reliability measures and PCA on residuals advocated for a single-factor scale. Four misconceptions were found, which have not been previously documented in high-school students. The AKI is the first validated influenza knowledge assessment, and can be used by schools and health agencies to provide a quantitative measure of impact of interventions aimed at increasing understanding of influenza. This study also adds significantly to the literature on misconceptions about influenza in high-school students, a necessary step toward strategic development of educational interventions for these students. 相似文献
7.
A. H. Johnstone 《International Journal of Science Education》2013,35(2):239-242
The purpose of this study was to examine how prior knowledge of cellular transport influenced how high school students in the USA viewed and interpreted graphic representations of this topic. The participants were Advanced Placement Biology students (n = 65); each participant had previously taken a biology course in high school. After assessing prior knowledge using the Diffusion and Osmosis Diagnostic Test, two graphical representations of cellular transport processes were selected for analysis. Three different methods of data collection—eye tracking, interviews, and questionnaires—were used to investigate differences in perceived salient features of the graphics, interpretations of the graphics, and processing difficulty experienced while attending to and interpreting the graphics. The results from the eye tracking data, interviews, and instructional representation questionnaires were triangulated and revealed differences in how high and low prior knowledge students attended to and interpreted particle differences, concentration gradient, the role of adenosine triphosphate , endocytosis and exocytosis, and text labels and captions. Without adequate domain knowledge, low prior knowledge students focused on the surface features of the graphics (ex. differences in particle colour) to build an understanding of the concepts represented. On the other hand, with more abundant and better‐organised domain knowledge, high prior knowledge students were more likely to attend to the thematically relevant content in the graphics, which enhanced their understanding. The findings of this study offer a more complete understanding of how differentially prepared learners view and interpret graphics and have the potential to inform instructional design. 相似文献
8.
Vanessa Kind 《International Journal of Science Education》2013,35(8):1313-1345
Aspects of chemistry content knowledge held by 265 UK-based pre-service teachers (PSTs) were probed using 28 diagnostic questions in five chemistry concept areas, Particle theory and changes of state, Mass conservation (taught to 11–14-year-olds), and Chemical bonding, Mole calculations and Combustion reactions (taught to 14–16-year-olds). Data were collected over six years from academically able science graduates starting a full-time, university-based teacher education programme of one academic year duration. PSTs in three sub-cohorts (‘chemists', ‘physicists' and ‘biologists' on the basis of their undergraduate degrees) demonstrated similar levels of content knowledge (CK) for Particle theory and changes of state and Mass conservation. Biologists demonstrated statistically significantly weaker understanding than chemists and physicists in Chemical bonding, Mole calculations and Combustion reactions. Forty-four ‘triads' each comprising one chemist, physicist and biologist, matched by academic and personal backgrounds, showed that chemists outperformed biologists and physicists in Chemical bonding and Combustion reactions. The findings suggest that non-chemists' CK is insufficient for teaching these chemistry concepts in high schools, despite their possession of ‘good' Bachelor of Science degrees. These data have implications for science teacher education, including how best to prepare science graduates from diverse backgrounds for teaching specialist science subjects to 11–16-year-olds. 相似文献
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Previous empirical studies using multiple‐choice procedures have suggested that there are misconceptions about the scale of astronomical distances. The present study provides a quantitative estimate of the nature of this misconception among US university students by asking them, in an open‐ended response format, to make estimates of the distances from the Earth to the Moon, to the Sun, to the nearest star, and to the nearest galaxy. The 83 participants were asked to give their estimates on a scale with the Earth the size of a baseball, using a familiar local landmark for its position, and asked to indicate the appropriate location of the other astronomical objects on this scale. These psychological estimates were then compared to the actual physical distances. The data showed that while there is great variation, a general pattern emerged that US undergraduate participants overestimated the distance from the Earth to the Moon, moderately underestimated the distance from the Earth to the Sun, and dramatically underestimated the distances to the nearest star and to the nearest galaxy. The results suggest that these distance misconceptions should receive direct instructional attention in science courses. 相似文献
10.
武术概念争议的实质是武术概念如何获得共识的问题,而概念对象的明晰性与一致性是概念公共性的前提条件。文章分析了对象对于概念的重要性,并从概念的外延、内涵、语词与对象的关系、对象的历时性、对象的共时性、对象的集体规范六方面对概念对象的明晰性提出质疑,进一步运用逻辑分析法论证了对象模糊的根源,认为：拳种与拳种运动形式关系的混淆、拳种与拳种运动形式形成的运动关系的混淆、拳种与拳种运动形式形成的运动的价值关系的混淆、拳种之前的武术与拳种及拳种之后的武术的同质性割裂,是武术概念对象失范的逻辑根源。武术概念争议因对象失范而陷入无法解决的困局。 相似文献