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1.
In pandemic crises such as the COVID-19 pandemic, individuals’ behavior has a strong impact on epidemiological processes. Compliance with prevention guidelines, such as social distancing, is critical to avoid further spreading an infectious disease or to slow down its spread. However, some individuals also or instead engage in panic behavior, such as hoarding. We investigate how education prepares individuals to respond adequately by modelling the path from seeking information about COVID-19 to eventual behavior. Based on a sample of N = 1182 adult Americans, gathered at the pandemic’s onset (March 2020), we conclude that science knowledge helps individuals convert information into coronavirus knowledge. This knowledge then helps individuals avoid panic behavior. Individuals lacking coronavirus knowledge and science knowledge still comply with prevention guidelines when they have a general trust in medicine. Individuals lacking knowledge still follow prevention guidelines when they trust in medicine. Facilitating science knowledge and trust in science through education and targeted public health messaging are likely to be of fundamental importance for bringing crises such as the COVID-19 pandemic under control. 相似文献
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Prosocial and health protective behaviors are critical to contain the COVID-19 pandemic, yet adolescents have been difficult to engage. Attachment security promotes adolescents’ capacities to navigate stress, and influences prosocial and health behaviors. Drawing on a diverse sample of 202 adolescents (48% female; 47.5% Latinx) this study evaluated relations among attachment, mental health, and prosocial and health protective responses to the COVID-19 pandemic. Attachment security (age 12) predicted adolescents’ (age 15) COVID-19 prosocial ( f2 = .201) and health protective behaviors ( f2 = .274) during the pandemic via smaller-than-expected increases in mental health symptoms above pre-pandemic levels (age 14). Findings highlight the importance of attachment for supporting adolescents’ mental health responses to life stressors and promoting prosocial and health protective behaviors. 相似文献
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International Review of Education - In combating pandemics, more can be gained by changing citizens’ behaviours than by relying solely on the medical route. In the current COVID-19 pandemic,... 相似文献
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Along with the COVID-19 outbreak, which has been a global threat for public health, the unconfirmed information about the pandemic in circulation has become another threat. Hence, it has become important to improve public understanding of science with a focus on explaining the nature of uncertainty in science and its impacts. The goal of the present study was to explore pre-service teachers’ analysis of claims related to the COVID-19 pandemic throughout an 8-week online implementation of a pre-service teachers’ analysis task, focus group interviews, and instructor’s feedback to this analysis in a course focusing on critical and analytical thinking. In order to achieve this purpose, the researchers used the claims that contain fallacies, conspiracy theories, and scientific arguments related to the COVID-19 pandemic as an assessment tool. The researchers developed and used a rubric consisting of the high, moderate, and low levels of analysis in three different categories including evaluation of claims, demarcation of fallacies and conspiracy theories from scientific arguments, and judgment of the credibility of sources. The findings indicate that the participants analyzed the claims rarely at a high level before the focus group interviews. However, after the focus group interviews, almost every participant’s analysis scores of evaluation, demarcation, and judgment increased. The results also revealed their commitment to various fallacies and conspiracy theories while arguing the claims. Concluding remarks are made for the further implications of teaching critical evaluation of claims based on evidence. 相似文献
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Educational Studies in Mathematics - The emergence of the COVID-19 pandemic has brought increased attention to the critical mathematical literacy of citizens in the United States and around the... 相似文献
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The pressures and influences experienced by school leaders as school policymakers, during the first responses to COVID-19 pandemic, made their task of interpreting, translating and implementing school guidance both difficult and stressful. During COVID-19 pandemic, school leaders faced challenges to prioritise and balance ever-changing government policy advice with the limitations of school buildings, the welfare of students and staff, and the needs of communities, a task made complicated by the methods of communication used by government. By surveying and interviewing headteachers, senior leaders and governors, this article identifies the reactions and responses of school leaders who construct and enact policy in the context of COVID-19 pandemic. The article addresses the nature of, and factors affecting, pressures school leaders feel in authoring and implementing policy. These pressures are non-trivial and increase tension in already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of national lockdown and remote learning. Findings suggest quality, quantity and frequency of top-down communication contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities supported leaders during rapid change. We recommend that government and the Department of Education strengthen and streamline stressful communication systems while building cooperative communities, mitigating against the challenges identified by school leaders during the COVID-19 pandemic. 相似文献
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Early Childhood Education Journal - During the COVID-19 pandemic, most countries took precautionary steps to save their citizens by initiating a lockdown and stopping all social activities by... 相似文献
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新冠疫情在全球范围内爆发影响了各国之间的教育文化交流,也对高等教育国际化的发展趋势带来了影响。新冠疫情在以下几个方面对高等教育国际化造成了影响:加剧了“逆全球化”的趋势,影响了跨国留学和教育的意愿;教育方式转为线上会缩小高等教育国际化的规模;各个国家对于国际学生的签证和居留等政策会影响到国际学生对于留学目标国家的选择,进而导致高等教育国际化格局的洗牌。而新冠疫情结束后,疫情对高等教育国际化的影响也不会完全消失,主要表现在“逆全球化”趋势的加剧影响跨国留学的愿望与动机,高等教育国际化的发展趋势会与各国重振经济的关系更加紧密,线上教学会成为高等教育国际化的一个模块继续保留。 相似文献
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面对教育改革面临的诸多社会挑战,包括新冠疫情对美国教师队伍的冲击以及美国中小学教师队伍离职率高、缺乏多样性等问题,美国联邦政府将教师教育改革纳入其“重建更好”一揽子改革计划的重要组成部分。“公平”价值转向、从“缺陷”到“优势”的政策话语转变和弗雷泽三维社会公正理论构成了美国联邦政府教师改革政策的重要理论基础。美国联邦政府采取的教师教育改革措施主要包括:修改大学和高等教育的教师教育援助计划;实施“培植你自己”教师教育项目;完善一年制教师驻校培养模式;加大对少数族裔学校的资助力度;提高教师工资与专业发展水平。美国联邦政府的教师教育改革凸显了社会公平与多元种族和谐相处的政策价值导向,其政策机制体现了联邦政府协调角色的不断增强和市场化教师教育改革方式的适度消退。 相似文献
11.
How can school mathematics prepare citizens for a democratic society? Answers to this question are not static; they change as society and its problems change. The SARS-CoV-2 pandemic with its corresponding disease COVID-19 presents such a problem: what is needed to navigate this complex situation that involves, among other things, mathematics? Using the essay genre, we use three narratives from three countries—Italy, the USA (California), and Germany—to reflect on the goals of teaching mathematics during this crisis and examine aspects of each country’s standards for mathematics education. These three stories are framed by the authors’ backgrounds, experiences, interests, their country’s situation, and response to the pandemic. We first present the three narratives and then examine common issues across them that might provide insights beyond this current crisis, for preparing students to become active citizens. In particular, we focus on three issues: (1) developing a positive mindset toward mathematics to engage with and reflect on real-world problems, (2) improving interdisciplinary connections to the sciences to better understand how science professional practices and insights are similar or different from everyday practices, and (3) considering interpersonal and collective matters beyond the individual. 相似文献
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In this study, assessment and learning is reconceptualised as an integrated and dialogic process. Positioned in a sociocultural framework, the experiences of academics and students at an Australian university were examined to understand how they think about and participate in formative assessment to support learning. Semi-structured interviews and document analysis were used to investigate the lived experience, individual meanings and context of participants. The sociocultural issues that participants emphasised were highlighted through a power, risk and reconceptualisation analytical framework. Findings showed that academics and students give high value to dialogue as a device of trust and power for building learner capacity through assessment, and that academics’ familiarity with students’ individual learning reinforces student trust in the integrity and reliability of assessment. This study contributes to understandings of learning and assessment by offering their reconceptualisation as an integrated and dialogic whole when considered from sociocultural perspectives of the lived experience and context. Importantly, the study proposes that the design of intended learning experiences in assessment can also facilitate development of specific dispositions for thinking and being in students as learners and future citizens. 相似文献
13.
Understanding disease transmission is a complex problem highlighted by the COVID-19 pandemic. These studies test whether 3- to 6-year-old children in the United States use information about social interactions to predict disease transmission. Before and during COVID-19, children predicted illness would spread through close interactions. Older children outperformed younger children with no associations between task performance and pandemic experience. Children did not predict that being hungry or tired would similarly spread through close interactions. Participants include 196 three- to six-year-olds (53% girls, 47% boys; 68% White, 9% Black, 7% Asian, 6% Hispanic or Latinx), with medium-sized effects ( d = .6, = .3). These findings suggest that thinking about social interaction supports young children's predictions about illness, with noted limitations regarding children's real-world avoidance of disease-spreading behaviors. 相似文献
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Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years. 相似文献
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ABSTRACTThis article examines relationships between children and youths’ judgments and their justifications of truth telling and verbal deception, in situational and cultural contexts. Han Chinese, Euro-Canadians and Chinese-Canadians, seven- to 17-years of age were presented competitive scenarios in which protagonists told either lies to protect, or truths to harm, various levels of collectivity. Participants evaluated protagonists’ statements, using a 7-point scale, and justified their judgments. Cultural variations in moral evaluations emerged among the three groups of participants. Older Chinese participants reflected significant collective cultural values in their judgements; by contrast, Euro-Canadians identified more individualistically; and Chinese-Canadians demonstrated notable variability between these perspectives in their judgments. The article enhances understanding of situational and cultural sources in the development of moral reasoning within a sociocultural framework. 相似文献
16.
本研究分析了2016—2021年我国国际科研合作的特点与趋势。通过对中国学者国际合作文章发表数据的描述性分析和对参与国际合作的18位中国学者的访谈，分析了疫情背景下中国国际科研合作在伙伴国家、合作学科、合作模式等方面的趋势，探讨了影响我国建立和保持国际科研合作关系的因素。研究发现，中美合作势头较之十年前有所放缓，中国与“一带一路”国家的科研合作增长较快，且学科分布较为广泛。“优先依附”与“同质性”是中国与传统科研伙伴合作的重要机制，新的国际局势和新冠疫情制约了中国学者新型国际合作关系的建立，影响程度与其合作关系的来源和强度有关。未来中国可将“一带一路”国家作为国际科研合作的增长点，着力提升对关键合作要素的贡献，建立跨国合作“退潮”的防御机制，以应对新形势下所可能面临的风险与挑战。 相似文献
17.
The purposes of this study were to develop instruments that assess public knowledge of nanotechnology (PKNT), public attitudes toward nanotechnology (PANT) and conduct a pilot study for exploring the relationship between PKNT and PANT. The PKNT test was composed of six scales involving major nanotechnology concepts, including size and scale, structure of matter, size-dependent properties, forces and interactions, tools and instrumentation, as well as science, technology, and society. After item analysis, 26 multiple-choice questions were selected for the PKNT test with a KR-20 reliability of 0.91. Twenty items were developed in the PANT questionnaire which can be classified as scales of trust in government and industry, trust in scientists, and perception of benefit and risk. Cronbach alpha for the PANT questionnaire was 0.70. In a pilot study, 209 citizens, varying in age, were selected to respond to the instruments. Results indicated that about 70 % of respondents did not understand most of the six major concepts involving nanotechnology. The public tended to distrust government and industry and their levels of trust showed no relationship to their levels of knowledge about nanotechnology. However, people perceived that nanotechnology provided high benefits and high risks. Their perceptions of the benefits and risks were positively related with their knowledge level of nanotechnology. People’s trust showed a negative relationship to their risk perception. Implications for using these instruments in research are discussed in this paper. 相似文献
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Education and Information Technologies - In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher... 相似文献
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International Journal for Educational and Vocational Guidance - An online group of career counseling for unemployed young adults during the COVID-19 pandemic was developed. Twelve participants were... 相似文献
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We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels. 相似文献
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