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1.
Students' Understandings of Human Organs and Organ Systems 总被引：1，自引：0，他引：1
How do people develop their understanding of what is inside them? This study looks at students' understandings of their internal structure. A cross-sectional approach was used involving a total of 158 students in England from six different age groups (ranging from four year old students to first year undergraduates). Students were given a blank piece of A4-sized paper and asked to draw what they thought was inside themselves. Repeated inspections of the completed drawings allowed us to construct a seven point scale of these representations. Our analysis shows the extent to which student understanding increases with age and the degree to which students know more about some organs and organ systems than others. While gender differences in the drawings were generally not large there were some intriguing differences in the ways males and females drew reproductive organs.
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This study examined age differences in young people's understanding of evolution theory in secondary school. A second aim of this study was to propose a new coding scheme that more accurately described students’ conceptual understanding about evolutionary theory. We argue that coding schemes adopted in previous research may have overestimated students’ grasp of evolutionary concepts. A total of 106 students aged 12, 14, and 16 took part in individual interviews investigating their understanding of evolution. Using the new coding scheme, we found that while 16‐year olds were more likely than 12‐year olds to endorse scientific concepts when answering a question about finches, their understanding of natural selection, however, did not generalize to the other four questions. Furthermore, students began to incorporate relevant terminology (e.g., adapt, evolve, etc.) and structure their explanations using relevant language at around age 14. Students often used relevant terminology without having a more advanced understanding of evolutionary theory. Instead, they used the relevant terms in a colloquial rather than a scientific sense. Implications of the current findings for teaching and theory are discussed. © 2016 The Authors. Journal of Research in Science Teaching published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 54: 247–273, 2017 相似文献
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A. Lin Goodwin 《Teaching Education》2013,24(2):137-154
The present paper examines shifts in preservice students' understandings about teaching and learning as a consequence of developing a case study of an elementary-aged child. Data for this paper were gathered from 18 preservice students and included (a) admission statements, (b) responses to open-ended questions, with accompanying illustrations, regarding students' learning trajectory in relation to the child they studied, and (c) responses to a survey that asked students to contrast what they felt they understood at the end of the term as compared with what they thought they knew at the start of the term. In addition, six of the 18 students volunteered to participate in a more in-depth follow-up that involved a short interview. The present paper represents a preliminary exploration and begins with a discussion of the assumptions and theoretical framework guiding the analysis. Data are then presented and examined, after which the paper concludes with some recommendations for teacher educators. 相似文献
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Gustav Hellde´N 《Scandinavian Journal of Educational Research》2013,57(2):205-217
The present study of personal context and continuity in 23 students' thinking builds upon data from a longitudinal study of the students' conceptualisations of ecological processes. Each student was interviewed 11 times from age 9-15 about these processes. At the ages of 15 and 19, the students listened to what they said at the age of 11 and 15, respectively, and described how they thought their understanding had developed. The occurrence of charac teristic individual elements in the students' conceptions can be followed as themes in the interviews year by year. The students could, as 15- and 19-year-olds, often reveal concrete experiences from an early age that they referred to repeatedly in the interviews. Even if there was a substantial conceptual development, there was also a very strong element of personal continuity. Conceptions that had developed at an early age seemed to be important for future conceptual development. 相似文献
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5‐year‐olds, 7‐year‐olds and 9‐year‐olds were asked to draw three figures, one standing still and facing them, one standing still in profile and one running in profile. Half drew from imagination and half drew from models. The 5‐year‐olds made fewest distinctions in the way they drew the figures, the most notable being the greater spread of the legs of the running figure. With increasing age, more features were used to differentiate the three figures. There was little evidence of 5‐year‐olds adapting their figures in the presence of a model. Only among the older children was there a significant effect of the presence of a model when the 7‐year‐olds and, to a greater extent, the 9‐year‐olds drew their running figure with bent arms and legs and also with more transparencies and partial occlusions. 相似文献
7.
《Journal of Marketing for HIGHER EDUCATION》2013,23(3):15-29
ABSTRACT A survey was conducted of three groups: prospective students, current students, and alumni. Prospective students were asked what benefits (career, on-the-job performance, and personal benefits) they expected to derive from their MBA education. Current students and alumni were asked what benefits they have derived from their education. The expectations of the prospective students were quite consistent with the experiences of the current students and alumni with respect to on-the-job performance and personal benefits, but the career benefits that prospective students anticipated far exceeded actual experiences. This study should help prospective students to have more realistic expectations and should help MBA-granting institutions to understand an important source of dissatisfaction. 相似文献
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Jenna Van Sickle 《PRIMUS》2015,25(8):600-613
AbstractThis paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses what students thought of the course based on surveys and course evaluations. It also compares results on a similar final exam to those of a control group. 相似文献
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Seven and nine year olds were asked to draw two three‐dimensional objects (a cube and a wedge). When there was disjunction between their knowledge of the object's structure and its appearance (cube), they depicted the invariant rather than the variant features and produced rectangular solutions. When differences between the structure and the appearance of the object were minimised (wedge) most children drew a converging form. They could also accurately copy a two‐dimensional converging form. However, the children's knowledge of what the line drawing was supposed to represent did have an effect: in particular, they drew fewer converging obliques when the same line drawing was called a ‘building block’ (a rectangular object) than when it was called a ‘shape’ or a ‘house’ (an object known to contain obliques). A similar pattern of results was observed in a second experiment in which a selection task was used. 相似文献
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The results of a constructivism‐based teaching programme on human nutrition for students in the second year of secondary education (13‐ and 14‐year‐olds) are analysed in light of the ideas held by the students before and after implementation of the programme. The results show how most of the students who participated in this programme reorganized their ideas concerning the nutritional process and achieved a fuller understanding of how nutrition comprises a series of related and integrated processes. Other students, who followed a more conventional method based on the teacher explanation and textbooks, tended to have erroneous or incomplete ideas concerning the nutritional process. 相似文献
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Tilbe Göksun Nathan R. George Kathy Hirsh‐Pasek Roberta M. Golinkoff 《Child development》2013,84(4):1285-1295
How do children evaluate complex causal events? This study investigates preschoolers' representation of force dynamics in causal scenes, asking whether (a) children understand how single and dual forces impact an object's movement and (b) this understanding varies across cause types (Cause, Enable, Prevent). Three‐and‐a half‐ to 5.5‐year‐olds (n = 60) played a board game in which they were asked to predict the endpoint of a ball being acted upon by one or two forces. Children mostly understood the interactions of forces underlying each type of cause; only 5.5‐year‐olds could integrate two contradictory forces. Children perceive force interactions underlying causal events, but some concepts might not be fully understood until later in childhood. This study provides a new way of thinking about causal relations. 相似文献
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Abstract A series of four tasks was presented to 3‐7 year‐old children in order to investigate their understanding of the way in which an obstruction restricts a person's view of an array. The results indicated that children's ability to predict another person's line of sight and field of view develops significantly during this period. The responses of most 4‐7 year‐olds in a nonverbal hiding game were consistent with their verbal judgments about what another person could see, but 3‐year‐olds’ responses in the hiding game were much more sophisticated than could be expected from their performance on the verbal tasks. The possibility is raised that satisfactory performance in hiding games may not always depend on a child's first working out what a seeker can see. 相似文献
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Chris Wilkins 《牛津教育评论》2013,39(1-2):217-230
This article arises from a research project examining the understanding of 'citizenship' amongst trainee teachers in UK primary and secondary schools. The study covers attitudes to a broad range of social, political and moral issues and examines how these affect the students' perception of the socio-political dimension of their future professional role. Tracking a group of students through their postgraduate training year highlights the relationship between the individual's political world-view and their response to the school experience. One of the key findings is the high degree of political disengagement and cynicism about the operation of democracy in the UK; this is particularly strong amongst the youngest students, those coming to adulthood during the 1990s. Although the majority of students are positively inclined to fostering 'good citizenship values' in schools, there was much confusion over what it means to be 'a good citizen'. The concept of 'citizenship' was felt to be tainted with negative imagery, although a sense of 'being part of a community' was thought to be vital for social cohesion. In addition to this, a small minority of students displayed social attitudes and values incompatible with a pluralist, tolerant society. The teacher education experience did not appear to have given students a clear picture of what to teach or how to teach it, and both the pressures of the National Curriculum and the changing climate of schooling, favouring a more 'traditionalist' approach, may result in a greater unwillingness to tackle challenging issues. 相似文献
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The human figure drawings of 18 children with mild learning difficulties (MLD) were compared with those of 18 children with the same chronological age (mean 10 years, 4 months) and those of 18 children with the same mental age (mean 6 years, 0 months). The MLD children's drawings were similar to those of the 6‐year‐olds in terms of the number of developmental items they displayed; both these groups scored significantly lower than the 10‐year‐olds. Teachers could easily distinguish the 10‐year‐olds’ figures, but not those drawn by the MLD children and the 6‐year‐olds; they routinely confused the two. These findings suggest that, although their development is slower, MLD children follow a normal rather than a deviant developmental pattern. 相似文献
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《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):545-559
This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in‐depth exploration of how children's age and gender influence the balance between children's use of digital and non‐digital media at home. The data draw on 709 parents’ responses to an open‐ended question asked in the context of a national survey investigating the digital reading habits of children, conducted in 2015. Parents’ responses were analysed using content and thematic analysis, which yielded eight main categories, collapsed into three major themes: control, child's healthy development and diversity of experiences. Quantitative analyses evidenced that more parents of boys were concerned about the health implications of their children's digital media use and this was a concern especially for parents of the youngest (0–2‐year‐old) children. More parents of 6–8‐year olds cited the appeal of technology as the main reason for the perceived imbalance in their children's engagement with digital media. The study provides a more secure understanding of the factors that influence parental perceptions of their children's digital media use at home, which has implications for policy‐makers, digital designers and early years professionals. 相似文献
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Pinchas Tamir 《Research in Science & Technological Education》2013,31(2):99-116
Abstract Israeli students’ conceptions of the nature of science and views about the scientific enterprise were studied within the framework of the Second International Science Study (SISS). Representative samples of 10, 14 and 17year‐old student, about 2000 in each, responded to background questionnaires and a battery of tests and scales. The Science Understanding Measure, a 20 item, multiple choice instrument provided data on understanding the nature of science by 14 and 17 year‐olds. An Attitude toward Science Scale provided data on the views of 10, 14 and 17 year‐olds on the importance of science to society and to individuals, the usefulness of science in everyday life and on harmful aspects of science. A comparison was made between the view of Israeli, British and USA students. The relationships of the conceptions and views of 17 year‐olds with personal, home and school variables as well as with achievement in science, intentions for further learning and career aspirations were explored as well. Based on the results and conclusions some recommendations are offered on how to enhance the understanding of science and promote more positive attitudes towards the scientific enterprise 相似文献
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Do children believe that “everything happens for a reason?” That is, do children endorse purpose‐based, teleological explanations for significant life events, as they do for social behavior, artifacts, biological properties, and natural kinds? Across three experiments, 5‐ to 7‐year‐olds (N = 80), 8‐ to 10‐year‐olds (N = 72), and adults (N = 91) chose between teleological and nonteleological accounts of significant life events and judged how helpful those accounts were for understanding an event's cause. Five‐ to 7‐year‐olds favored teleological explanations, but this preference diminished with age. Five‐ to 7‐year‐olds and 8‐ to 10‐year‐olds also found teleological explanations more helpful than did adults. Perceiving purpose in life events may therefore have roots in childhood, potentially reflecting a more general sensitivity to purpose in the social and natural worlds. 相似文献
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“I Know You Don't Know I Know…” Children Use Second‐Order False‐Belief Reasoning for Peer Coordination 
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下载免费PDF全文 Numerous studies have investigated children's abilities to attribute mental states, but few have examined their ability to recruit these abilities in social interactions. Here, 6‐year‐olds (N = 104) were tested on whether they can use first‐ and second‐order false‐belief understanding to coordinate with peers. Children adjusted their decisions in a coordination game in response to either their partner's erroneous belief or their partner's erroneous belief about their own belief—a result that contrasts with previous findings on the use of higher order “theory of mind” (TOM) reasoning at this age. Six‐year‐olds are thus able to use their higher order TOM capacities for peer coordination, which marks an important achievement in becoming competent social collaborators. 相似文献
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Research has been conducted into childhood resilience, a term which according to A. Masten, K. Best and N. Garmezy (Resilience and development: contributions from study of children who overcome adversity, Development and Psychopathology, 2, pp. 425-444, 1990) is defined as the process of, capacity for or outcome of successful adaptation despite challenging or threatening circumstances. The study to be presented here asked 9-12 year olds and their teachers from primary schools in disadvantaged areas in South Australia what it was they thought made the difference between 'kids with tough lives who do O.K.' and 'kids with tough lives who don't do O.K.' Using Bronfenbrenner's ecological theory to frame the analysis, this paper explores how the two groups of respondents discussed how the family, the school and the community might help make the difference. While both children and teachers tended to see the role of the family and the community in promoting resilient behaviour in fairly similar terms, the two groups saw very different roles for the school. 相似文献