Problems with Piagetian Constructivism     

Matthews  P.S.C. 《Science & Education》1997,6(1-2):105-119

Evidence that demonstrates the inadequacy of Piagetian constructivist theory to explain the complexities of children's early learning is discussed. An alternative, nativist theory of cognition is outlined and implications for science education briefly considered.  相似文献   

Editorial     

Matthews  Michael 《Science & Education》1997,6(4):323-329

Science &; Education -  相似文献   

Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions     

Matthews  Michael R. 《Science & Education》2001,10(1-2):119-135

This paper is part of a larger work on the history, philosophy and utilisation of pendulum motion studies (Matthews 2000). The paper deals with the fate of Christiaan Huygens 1673 proposal to use the length of a seconds pendulum (effectively one metre) as a universal, natural and objective standard of length. This is something which, if it had been adopted, would have been of inestimable scientific, commercial and cultural benefit. Why it was not originally adopted in the late seventeenth century, and why it was again rejected in the late eighteenth century (1795) when the Revolutionary Assembly in France adopted the metric system with the metre being defined as one ten-millionth of the quarter meridan distance – raise interesting questions about the methodology and politics of science. Given that pendulum motion is a standard component of all science courses throughout the world, and given that most science education reforms, including the US National Science Education Standards and recent Australian state reforms, require that something of the big picture of science be conveyed to students (the relationship of science to culture, commerce, history and philosophy) – it is suggested that these educational goals can be advanced by teaching about the fate of Huygens' proposal.  相似文献   

Travelling policies and contextual considerations: on threshold criteria     

Adam Nir  Yasar Kondakci  Serap Emil 《Compare》2018,48(1):21-38

Educational policy borrowing has become rather common in our globalised world. However, the literature lacks contextual criteria that may be employed by researchers and policy makers to assess the correspondence of a particular policy to the local context of a borrowing system. Based on a secondary analysis of documents and research reports, this paper describes the process of policy borrowing in the Israeli and Turkish educational systems. Discrepancies were found between the basic qualities of the borrowed policies and the contextual features and processes that characterise each educational system. The lack of congruency appears to be even deeper in centralised structures where the act of policy setting is done by top-level policy makers who are isolated from local school circumstances. Threshold criteria referring to fundamental considerations during decision making are offered and their theoretical and practical implications for centralised structures are discussed.  相似文献   

Constructivism and science education: Some epistemological problems   总被引：1，自引：0，他引：1  

Michael R. Matthews 《Journal of Science Education and Technology》1993,2(1):359-370

The paper outlines the significant influence of constructivism in contemporary science and mathematics education and emphasizes the central role that epistemology plays in constructivist theory and practice. It is claimed that constructivism is basically a variant of old-style empiricist epistemology, which had its origins in Aristotle's individualist and sense-based theory of knowledge. There are well-known problems with empiricism from which constructivism appears unable to dissociate itself.  相似文献   

Native american related materials in elementary science instruction     

Catherine E. Matthews  Walter S. Smith 《科学教学研究杂志》1994,31(4):363-380

The low achievement of Native American students, as measured by standardized tests, results from a number of factors, including the lack of cultural relevance of curriculum materials used in their instruction. Using a pretest–posttest control group design, Native American students in Bureau of Indian Affairs schools in Grades 4–8 who were taught science using culturally relevant materials achieved significantly higher and displayed a significantly more positive attitude toward Native Americans and science than comparable students who were taught science without the culturally relevant materials. It is suggested that when educators of Native Americans teach science, they should use materials that incorporate frequent reference to Native Americans and science.  相似文献   

Teaching about the history and nature of science and technology: An introduction     

Rodger W. Bybee  James D. Ellis  Michael R. Matthews 《科学教学研究杂志》1992,29(4):327-329

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Temporal processing and reading disability     

David L. Share  Anthony F. Jorm  Rod Maclean  Russell Matthews 《Reading and writing》2002,15(1-2):151-178

The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups.  相似文献   

Motivational mechanisms and schedule-induced behavioral stereotypy     

Vassiliki Papadouka  T. James Matthews 《Learning & behavior》1995,23(4):461-469

In two experiments, behavioral stereotypies elicited by scheduled presentations of food and water were compared. In Experiment 1, pigeons were exposed to a fixed-time 30-sec (FT 30-sec) schedule of food or water deliveries with a brightening keylight stimulus signaling time to the unconditioned stimulus (UCS) on each trial. Food and water presentations both produced terminal autoshaped keypecking that was similarly distributed in the trial but differed in response topography and persistence. Locomotor interim behavior was different in the two motivational conditions: With food presentations, it consisted of a “retreat” to the rear of the chamber after UCS termination, followed by “pacing” in the midportion of trials. The water schedule produced very little locomotor activity with no regular distribution in the trial. Experiment 2, using a random-time 30-sec (RT 30-sec) schedule, showed that the differences in interim locomotor behavior persisted in the absence of temporal predictability of the UCS and the keypecking terminal response. The results are taken to support Timberlake’s (1983a) behavior-system theory.  相似文献   

Social media and the university decision. Do prospective students really care?     

Alison B. Shields  Adam Peruta 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):67-83

In the world of social media marketing, colleges and universities can benefit from enhanced understanding of how prospective students use social media. Due to the ever-evolving nature of social media use, there are gaps in the current research regarding how students use social media to aid in their matriculation decision-making. Using survey data from current university students across the U.S. (n?=?364) and one-on-one interviews (n?=?12) with students at a small liberal arts college, the authors address conflicting information where students report both using and not using social media to narrow their search and make their matriculation decision. The findings suggest that while students may not report visiting social media sites or may report that social media does not impact their matriculation decision when asked in a survey, in interview settings the vast majority of students reported using social media platforms to learn more about higher education schools under consideration. By exploring which platforms students use and the selection of platforms for specific use cases, the authors provide suggestions and guidelines for social media managers looking to maximize the effectiveness of their social media recruiting strategies and campaigns.  相似文献