Mathematical insight and mathematical curricula     

H. Brian Griffiths 《Educational Studies in Mathematics》1971,4(2):153-165

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Author’s respone     

Tom Griffiths 《Metascience》1997,6(1):78-81

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Validation of a learning hierarchy for the mole concept     

Alan K. Griffiths  Heidi Kass  Alan G. Cornish 《科学教学研究杂志》1983,20(7):639-654

Three psychometric methods for validating learning hierarchies are applied to one data set derived from responses of grade 10 chemistry students to items representing the skills in a hypothesized hierarchy for the mole concept. Two methods which considered skills in pairs, namely the “test of inclusion” by White and Clark and the “ordering-theoretic method” by Airaisian and Bart produced generally similar results. The third method, by Dayton and Mac-ready, considered the hierarchy as a whole and produced clearer distinctions between alternative hierarchies than the first two methods. The hierarchy derived from this analysis was supported by a test for transfer of learning from subordinate to superordinate skills.  相似文献   

A deaf child's language acquisition verified through text retelling.     

B Luetke-Stahlman  C Griffiths  N Montgomery 《American annals of the deaf》1999,144(3):270-280

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Can Low-Cost Online Summer Math Programs Improve Student Preparation for College-Level Math? Evidence From Randomized Experiments at Three Universities     

Matthew M. Chingos  Rebecca J. Griffiths 《Journal of research on educational effectiveness》2017,10(4):794-816

Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has become an important focus for educators and policymakers. We conducted randomized experiments of low-cost online summer math programs at three universities to test whether this type of intervention can increase access to math preparation, improve placement and enrollment in fall math classes, and improve performance in first-year math courses. Students who received the intervention engaged with the platform, though at relatively low rates, and were more likely to retake the placement test and improve their scores than students in the control group. However, these improved scores did not translate into enrolling in higher level math courses, obtaining more math credits, or improving grades in math-related courses during the first year of college. Thus, providing students access to this online tool did not improve their math skills.  相似文献   

Emotions and Education   总被引：1，自引：0，他引：1  

Morwenna Griffiths 《Journal of Philosophy of Education》1984,18(2):223-231

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RECENT WORK ON THE EVOLUTION OF CULTURE     

Paul E. Griffiths 《Metascience》2006,15(2):265-270

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Why Teachers and Philosophers Need Each Other: philosophy and educational research     

Morwenna Griffiths 《Cambridge Journal of Education》1997,27(2):191-202

In this paper I discuss the relationship of philosophers and philosophy to teachers and schools using my ESRC funded research into social justice as an example. Drawing on, extending, playing with and finally rejecting Schon's (1983) metaphor of the relationhip of the hard, high ground of theory to the swampy lowlands of practice, I discuss ways of keeping both perspectives in touch with each other. There is a view of educational philosophy that its role is to produce maps for the benefit of those below. I argue that this is unhelpful both to teachers and to philosophers and that philosophy as educational research will only flourish if a means is found to keep communication open about both perspectives.  相似文献   

A critical analysis of university examinations in mathematics     

H. B. Griffiths  R. R. McLone 《Educational Studies in Mathematics》1984,15(3):291-311

In many Universities, mathematics examinations use a timed, closed-book format. The paper discusses what areas of ability are being assessed in these examinations, and to what extent the procedure might foster possible educational objectives. We describe a list of ten qualities by which a mathematics question can be graded in order to see what skills are needed for its solution, and some examples are discussed, as well as the background system in which the procedures are set.Part II of the paper (to follow) will discuss the results obtained from a study which applied this procedure to a large sample of questions set in examinations in ten British Universities.  相似文献   

Grade-12 students' misconceptions relating to fundamental characteristics of atoms and molecules     

Alan K. Griffiths  Kirk R. Preston 《科学教学研究杂志》1992,29(6):611-628

An understanding of the concepts of atom and molecule is fundamental to the learning of chemistry. Any misconceptions and alternative conceptions that students harbor about these concepts will impede further learning. This article identifies misconceptions related to the fundamental characteristics of atoms and molecules which Grade-12 students hold. Data were obtained by administration of semistructured interviews to a stratified, random sample of 30 students of differing abilities and backgrounds in science. Fifty-two misconceptions were observed and are reported. These are grouped into 11 categories. Six relate to the structure, composition, size, shape, weight, bonding, and energy of molecules; five relate to the structure, shape, size, weight, and animistic perceptions of atoms. Some of the misconceptions identified parallel the historical development of scientific concepts.  相似文献