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1.
Raghavendra Gadagkar 《Resonance》2000,5(9):58-68
Admittedly, a great deal of all of this speculation remains to be tested, either by modelling or by experiments. But it is today’s speculation that will guide tomorrow’s research. If genomic imprinting turns out to be more common than is currently evident, then there is no escape from a major reexamination of many sociobiological predictions. And that would certainly cause a major turmoil or a great deal of excitement, depending on how you look at it! 相似文献
2.
Apoorva Patel 《Resonance》2011,16(9):821-835
The driving force in the pursuit for quantum computation is the exciting possibility that quantum algorithms can be more efficient
than their classical analogues. Research on the subject has unraveled several aspects of how that can happen. Clever quantum
algorithms have been discovered in recent years, although not systematically, and the field remains under active investigation.
Richard Feynman was one of the pioneers who foresaw the power of quantum computers. In this issue dedicated to him, I give
an introduction to how particle and wave aspects contribute to the power of quantum computers. Shor’s and Grover’s algorithms
are analysed as examples. 相似文献
3.
In our previous article ‘On observing the night sky’1 we had introduced the reader to the stars and constellations and suggested how they may be observed. In this article we will
provide a few technical details, which we had deliberately left out earlier and also introduce the reader to a number of the
other remarkable objects that may be seen in the sky. 相似文献
4.
Carey Jewitt Gunther Kress Jon Ogborn Charalampos Tsatsarelis 《Zeitschrift für Erziehungswissenschaft》2000,3(2):267-284
In this paper we exemplify how a social semiotic approach to pupils’ multimodal texts (texts which draw on and make available to the senses a range of resources, including the visual, material, and actional) can provide a way into understanding learning. We suggest that learning can be seen as a transformative process of sign making. Specifically, we suggest that materiality (use of frame, shape, texture, colour, and imported objects) can be seen as one expression of how pupils engage with knowledge and learning. In order to demonstrate this we focus on year seven (11 year old) pupils’ visual representations of cells in two science classrooms at a London girls school. We argue that the range of representational resources available within visual communication (spatial relations, materiality, etc.) enabled the expression of kinds of meaning which would have been difficult, or perhaps impossible, in language. We conclude that visual and linguistic modes of expression have different potentials for meaning making, and therefore different potentials for learning. 相似文献
5.
Leigh N. Wood Glyn Mather Peter Petocz Anna Reid Johann Engelbrecht Ansie Harding Ken Houston Geoff H. Smith Gillian Perrett 《International Journal of Science and Mathematics Education》2012,10(1):99-119
We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study
and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from
two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended
questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual
skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able
to articulate how it would be used in their future. This has implications for their approach to learning and our approach
to teaching. 相似文献
6.
Tonda Liggett 《The Urban Review》2008,40(4):386-402
In this article, I examine the role of teacher racial identity on teaching strategy and the treatment of race in classroom
discussions. I explicate how the pattern of minimizing the negative racial comments made to English language learners played
out in participants’ teaching and how it is reflective of socially constructed notions of race and racial discourse. The treatment
of racial issues, in this sense, can be seen as a microcosm of larger social, historical, and political factors that shape
individuals’ thinking about equity and diversity. I argue that by analyzing these underlying factors in teacher education
courses, the unconscious and often subtle ways that stereotypes based on race, culture, or English language proficiency, can
be demystified and disrupted. 相似文献
7.
Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction 总被引：1，自引：5，他引：1
Michael P. Clough 《Science & Education》2006,15(5):463-494
Much has been written about how effective nature of science instruction must have a significant explicit and reflective character.
However, while explicitly drawing students’ attention to NOS issues is crucial, learning and teaching the NOS are essentially
matters of conceptual change. In this article, how people learn and learners’ responses to the demands of conceptual change
are used to explain how students may exit from instruction with fundamental NOS misconceptions left intact or only slightly
altered, despite being explicitly and reflectively attended to more accurate ideas. The purpose of this concept paper is to
set within a theoretical framework of learning, and bring some coherence to, what has rapidly become a large body of empirical
research regarding effective NOS instruction. Toward these two ends, this article: (1) illustrates how a conceptual change
framework can be used to account for learners’ responses to NOS instruction and what teachers might do to promote understanding
NOS and transferring it to new contexts; (2) characterizes popularly advocated NOS instructional approaches along a continuum
marked by increasing connection to the workings of science, and decreased ability to dismiss NOS lessons as extraneous to
authentic science; and (3) proposes that NOS instruction would likely be more effective if teachers deliberately scaffolded
classroom experiences and students’ developing NOS understanding back and forth along the continuum. 相似文献
8.
A. K. Shukla 《Resonance》2011,16(12):1294-1302
The intensity of solar radiation in the Earth’s direction from the Sun is approximately 1.361 kW/m2, a number also called the ‘solar constant’. Accordingly, it is estimated that the power Earth receives is about 96 billion
kilowatts from the Sun each second. If this colossal and unlimited energy could be more fully utilized, our dependence on
fast dwindling fossil cache will be drastically reduced. Solar energy is available in various forms such as direct solar radiation,
wind, wave power, rain (in the form of hydropower), photosynthesis and ocean thermal gradients. Among these, the direct conversion
of sunlight into electricity is clean and attractive. This article highlights various routes to directly harness electricity
from sunlight. 相似文献
9.
The whole theoretical framework of physics rests only on a few but profound principles. Wigner enlightened us by elucidating
that “It is now natural for us to try to derive the laws of nature and to test their validity by means of the laws of invariance,
rather than to derive the laws of invariance from what we believe to be the laws of nature.” Issues pertaining to symmetry,
invariance principles and fundamental laws challenge the most gifted minds today. These topics require a deep and extensive
understanding of both ‘quantum mechanics’ and the ‘theory of relativity’. We attempt in this pedagogical article to present
a heuristic understanding of these fascinating relationships based only on rather elementary considerations in classical and
quantum mechanics. An introduction to some fundamental considerations regarding continuous symmetries, dynamical symmetries
(Part 1), and discrete symmetries (Part 2) (parity, charge conjugation and time-reversal), and their applications in atomic,
nuclear and particle physics, will be presented. 相似文献
10.
Stephanie Pieschl 《Metacognition and Learning》2009,4(1):3-31
In this theoretical paper, I present a short critical review of research on calibration. Based on this conceptual analysis
I argue for two extensions of this construct: In addition to traditional applications, the methodology should be transferred
to also measure calibration between students’ metacognitive control processes (traditionally, only students’ metacognitive
judgments were considered) and important external criteria (traditionally, judgments were only compared to students’ own performance).
As an illustrative example, one application context will be highlighted where these proposed extensions would alleviate potential
problems with the traditional conceptualization: While students’ idiosyncratic task definitions constitute unwanted error
variance in the traditional account it would be possible to investigate them as a primary research question within this extended
notion. More specifically, it would be possible to investigate how well students’ learning processes match objective task
demands. I will put forward theoretical and empirical arguments in favor of these suggestions. 相似文献
11.
Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability 总被引：2，自引：0，他引：2
Amanda Datnow 《Journal of Educational Change》2011,12(2):147-158
Andy Hargreaves is internationally renowned for his work on many topics related to educational change. His work on how educational
change shapes teachers’ work, particularly with respect to teacher collaboration, is well exemplified in his award-winning
1994 volume, Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. In this volume, he taught us the important difference between collaborative cultures and contrived collegiality. This article
will bring Hargreaves’ ideas about teacher collaboration to bear as I investigate a current educational reform movement: data-driven
decision making. I describe how two school systems integrated teacher collaboration as an important feature of their movements
towards using data, and I explain the consequences of their efforts. I close by raising critical issues for educators and
researchers to address as we consider the role of teacher collaboration in the age of accountability. 相似文献
12.
In Part 1 of this two-part article we have spelt out, in some detail, the link between symmetries and conservation principles
in the Lagrangian and Hamiltonian formulations of classical mechanics (CM). In this second part, we turn our attention to
the corresponding question in quantum mechanics (QM). The generalization we embark upon will proceed in two directions: from
the classical formulation to the quantum mechanical one, and from a single (infinitesimal) symmetry to a multi-dimensional
Lie group of symmetries. Of course, we always have some definite physical system in mind. We also assume that the reader is
familiar with the elements of quantum mechanics at the level of a standard first course on the subject. Operators will be
denoted with an overhead caret, e.g., $
\hat A,\hat G,\hat U
$
\hat A,\hat G,\hat U
, etc., while $
[\hat A,\hat B] = \hat A\hat B - \hat B\hat A
$
[\hat A,\hat B] = \hat A\hat B - \hat B\hat A
is the commutator of $
\hat A
$
\hat A
and $
\hat B
$
\hat B
. 相似文献
13.
David Rudd 《Children‘s Literature in Education》2008,39(3):159-168
This paper sees Neil Gaiman’s Coraline as following a darker tradition in children’s literature, most commonly found in the fairy tale. It explores some of the
existential issues that concern us all: to do with identity, sex, death, ontology, evil, desire and violence. The article
takes a largely psychoanalytical approach, showing how Freud’s concept of the Uncanny is particularly helpful in explaining
both the text’s appeal, and its creepy uneasiness. Namely, our fears about existence and identity as separate beings: our
worry that we will either not be noticed (being invisible and isolated), or we will be completely consumed by the attention
of another. Lacan’s concepts of the Symbolic and the Real provide the theoretical underpinning for this reading, together
with Kristeva’s notion of the abject.
相似文献
| David RuddEmail: |
14.
This paper is grounded in a deep appreciation of Nel Noddings’ “ethics of care” as an important contribution to moral philosophy
and moral education. We seek to offer some philosophical reflections that have the potential to strengthen this important
alternative to mainstream ethics and to how moral education might be conceived and practiced differently. After identifying
some ambivalence in Noddings’ own position toward abstract philosophy, and despite the practical reasons for this that we
share, we then find grounds for pressing in this speculative direction, some of which indeed accord with Noddings’ own statements
and philosophical concerns. To show how such further philosophical reflection upon her relational morality could help, we
focus on elaborating a perspective on ontological issues that we find in the work of Thomas Hill Green, a 19th century idealist, and seek to show its compatibility with Noddings’ more pragmatic stance. A concluding point addresses,
and dispels, a possible worry that the grand narrative structure of Green’s idealism might undercut Noddings’ aim of having
an ethic that is melioristic and open. 相似文献
15.
Metacognition and Self-Regulation in James,Piaget, and Vygotsky 总被引：3，自引：3，他引：0
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and
theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation
of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self,
Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and
self-regulation function within the realm of human behavior and development as described in the works of each of these theorists.
Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s
perspective vis-à-vis metacognition and self-regulation are discussed. 相似文献
16.
G. Baskaran 《Resonance》2010,15(5):411-427
A glimpse into the student life of Rudolph Peierls, when he was 18–22 years old, gives us a flavor of happenings during the
birth of quantum mechanics and how one started understanding properties of matter such as a metal and a semiconductor, using
the newly found quantum mechanics. It also shows how a bright young mind could get nurtured and shaped when placed in a proper
environment. Peierls, during his college days, had the opportunity to work closely with three great physicists, Sommerfeld,
Heisenberg and Pauli, in succession spending one year with each. This experience had its effect — Peierls’s discovery of hole theory of electrical conduction in solids, formulation of the theory of thermal conduction in solids, analysis of anharmonic interactions
and discovery of Umklapp process. It is also interesting that the academic load was far from a burden and was filled with weekend activities and summer vacations involving sailing, skiing, hiking and concerts. 相似文献
17.
Mijung Kim Heesook Yoon Young Rae Ji Jinwoong Song 《International Journal of Science and Mathematics Education》2012,10(1):71-97
With recognition of the importance of scientific literacy for the nation and yet the increasing students’ disinterest in science
through school science curriculum, the Korea Science Foundation launched an innovative program called ‘Everyday Science Class
(ESC)’ in partnership with universities and local government offices in 2003. In this work, we introduce the structure and
dynamics of the ESC program in K-district through examining (1) how everyday contexts helped learners’ perceptions and attitudes
toward science and (2) how the dynamics of learning environments effected learners’ learning process. We employed interviews
and video recording of classes for data collection. To analyze the data, we used the process of thematic coding to understand
the outcomes and effects of ESC program. The research findings showed that everyday context and a unique environment of learning
with parents in the ESC program could bring forth learners’ understandings on the connection between science and their everyday
lives and positive attitudes toward science learning. We also found that there were certain issues to be taken into account
in terms of children’s cognitive development for further development. 相似文献
19.
Students’ preparedness for higher education is seen as one of the main factors affecting first-year attrition or study success.
In this paper we report on a cross-national study in which students’ preparedness for university was measured before students commenced their study at a university in New Zealand or in the Netherlands. This cross-national project provided
a unique opportunity to compare students’ perceptions of readiness for university where students are prepared for higher education
in quite different secondary school systems. Departing from a transition framework, and comparing the results in both countries
using logistic regression techniques to investigate which aspects of readiness could predict perceived preparedness, we discovered
similarities in as well as differences between students’ perceived readiness for university study. It could be argued that
differences are caused by the different educational systems at secondary level. However, overall we can conclude that, in
spite of differences between the educational systems in the two countries, many differences were not remarkable or very significant.
This has clear implications for how we view the relative importance of secondary school preparation and tertiary induction.
We can expect greater benefit from implementing first-year pedagogical practices in universities that would assist students
to develop their academic skills, than from demanding that high schools prepare students better. 相似文献
20.
Nasser Mansour 《Cultural Studies of Science Education》2010,5(1):127-140
The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this
paper, I explore Egyptian teachers’ views of the relationship between science and religion within the Islamic context. Teachers’
key vision of the relationship between science and religion was that “religion comes first and science comes next. I will
argue that teachers’ personal religious beliefs are among the major constructs that drive teachers’ ways of thinking and interpretation
of scientific issues related with religion. Then, I discuss how teachers’ personal religious beliefs have been formed and
influenced their pedagogical beliefs related to science and religion issues. Finally, I will argue, how we use the personal
religious beliefs model as a framework of teaching/learning scientific issues related with religion within sociocultural (Islamic)
context.
相似文献