K-12 Science and Mathematics Teachers’ Beliefs About and Use of Inquiry in the Classroom     

Jeff C. Marshall  Robert Horton  Brent L. Igo  Deborah M. Switzer 《International Journal of Science and Mathematics Education》2009,7(3):575-596

A survey instrument was developed and administered to 1,222 K-12 mathematics and science teachers to measure their beliefs about and use of inquiry in the classroom. Four variables (grade level taught, content area taught, level of support received, and self-efficacy for teaching inquiry) were significantly correlated to two dependent variables, percentage of time that students are engaged in inquiry during a typical lesson and the perceived ideal percentage of instructional time that should be devoted to inquiry. Specifically, elementary school teachers reported using inquiry-based practices more than either middle-school or high-school teachers; similarly, elementary-school teachers believed such practices should be used more often. All groups, however, reported believing in an ideal percentage of time devoted to inquiry instruction that was significantly greater than their reported percentage of time actually spent on inquiry instruction. A disordinal effect was found between grade level taught and content area taught; at the elementary level, science teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the math teachers, while at the high school level math teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the science teachers. No correlations were found between typical and ideal percentage of time devoted to inquiry and subject matter content knowledge training, gender, years of teaching experience, or maximum degree earned.  相似文献   

Ethics of the health-related internet of things: a narrative review     

Brent Mittelstadt 《Ethics and Information Technology》2017,19(3):157-175

The internet of things is increasingly spreading into the domain of medical and social care. Internet-enabled devices for monitoring and managing the health and well-being of users outside of traditional medical institutions have rapidly become common tools to support healthcare. Health-related internet of things (H-IoT) technologies increasingly play a key role in health management, for purposes including disease prevention, real-time tele-monitoring of patient’s functions, testing of treatments, fitness and well-being monitoring, medication dispensation, and health research data collection. H-IoT promises many benefits for health and healthcare. However, it also raises a host of ethical problems stemming from the inherent risks of Internet enabled devices, the sensitivity of health-related data, and their impact on the delivery of healthcare. This paper maps the main ethical problems that have been identified by the relevant literature and identifies key themes in the on-going debate on ethical problems concerning H-IoT.  相似文献   

Affection as a separate dimension of meaningfulness     

Brent D. Slife  Joseph F. Rychlak 《Contemporary educational psychology》1981,6(2):140-150

The meaningfulness of affectively significant (liked) materials has been shown to be separate from traditional explanations of meaningfulness, such as familiarity and rehearsal, in the verbal learning laboratory. The present investigation studied affective meaningfulness in the learning of course materials. Before the course began, students rated summaries of the study units of their course for affection. As predicted, subjects obtained higher examination grades on liked topics than on disliked topics, independently of perhaps the most prominent “rehearsal” explanation, amount of study on the various units. Also as expected, poor students showed a greater reliance on affective meaningfulness in their learning than did good students. Greater awareness of the role of affection in learning is recommended. Present findings suggest that considering this dimension of meaningfulness to be merely a by-product of familiarity or rehearsal may be the most detrimental to the students with the most learning difficulty.  相似文献   

The Internet, Spatial Data Globalization, and Data Use: The Case of Tibet     

Nathan J. Engler  G. Brent Hall 《The Information Society》2007,23(5):345-359

One of the fastest growing forms of downloadable Internet-based data involves digital map layers that contain spatial features suitable for analysis with a geographic information system (GIS). The availability of networked spatial data has fostered tremendous growth in the importance and use of location-based services, and it is now commonplace to find a wide variety of map-based applications and data sets on the Internet for unrestricted download. Despite the rapid growth in spatial data resources, there has been scant attention paid to their currentness, lineage, locational accuracy, completeness, and overall usefulness. This article discusses the quality of Internet spatial data by taking an extreme case to evaluate both the availability and the usefulness of spatial data posted on publicly accessible Web sites. The case study examined is Tibet, which is selected purposively because it lies at or beyond the fringes of the network society. The issue examined concerns the rehabilitation potential of locatable Buddhist monasteries. In undertaking this assessment, the efficacy of the current Internet as a source of useful spatial data is brought into question.  相似文献   

Incorporating a Modified Problem‐Based Learning Exercise in a Traditional Lecture and Lab‐Based Dairy Products Course     

Andrea M. Liceaga  Tameshia S. Ballard  Brent J. Skura 《Journal of Food Science Education》2011,10(2):19-22

Abstract: A modified problem‐based learning (PBL) exercise was implemented in a food science Dairy Products course, which had previously been taught in the traditional lecture and laboratory format only. The first 10 wk of the course consisted of weekly lectures and laboratory exercises. During the remaining 3 wk, students were presented with a case study that described milk quality problems that could be encountered by the dairy industry. Each week, students received a set of case disclosures containing relevant information that assisted in solving the case. Students were asked to present their findings at the end of the course in the form of a written “consultant's report.” In addition, students were given a survey asking for feedback on the PBL exercise, and the usefulness of having the lectures and labs prior to the PBL experience. Eighty percent of the students found that lectures and labs provided them with sufficient background knowledge to understand and solve the PBL case, 70% found that the PBL reinforced course material covered during lecture and labs, 50% responded that PBL helped them develop new ways of reasoning about the subject matter and 65% reported that PBL taught them to think critically. Of the total students surveyed, 56% would prefer to participate in similar types of PBL exercises in the future. Incorporating PBL into traditionally taught food science courses can have a positive influence on the learning process.  相似文献   

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field     

Brent Hoard  Jill E. Stefaniak 《Performance Improvement Quarterly》2016,29(1):9-33

Despite the availability of the human performance technology (HPT) competency standards, the degree to which practitioners within HPT practice the standards has not been the subject of significant empirical research. The present study examines whether the International Society for Performance Improvement HPT standards accurately describe the threshold of competency within HPT and the degree to which practitioners apply and utilize the competency standards.  相似文献   

Bottom-up versus top-down policies towards the commercialization of university intellectual property   总被引：1，自引：0，他引：1  

Brent Goldfarb  Magnus Henrekson 《Research Policy》2003,32(4):639-658

What national policies are most efficient in promoting the commercialization of university-generated knowledge? We address this question by characterizing and evaluating the policy pursued in Sweden and the US, two countries that put a great deal of resources into university R&D, but follow very different models for commercialization. Despite a leading academic record, there is an impression of laggard rates of commercialization of academic research results in Sweden. Although there exist no micro data to evaluate this impression, we argue that it is likely to be true in part due to the top-down nature of Swedish policies aimed at commercializing these innovations as well as an academic environment that discourages academics from actively participating in the commercialization of their ideas. This sits in stark contrast to a US institutional setting characterized by competition between universities for research funds and research personnel, which in turn has led to significant academic freedoms to interact with industry, including significant involvement in new firms.  相似文献   

Children's understanding of death: a review of three components of a death concept   总被引：1，自引：0，他引：1  

M W Speece  S B Brent 《Child development》1984,55(5):1671-1686

This review of the empirical literature on the development of the concept of death focuses on 3 components of that concept: irreversibility, nonfunctionality, and universality. These findings overall suggest that the majority of healthy children in modern urban-industrial societies achieve an understanding of all 3 components between 5 and 7 years of age. Since this is also the age at which most children make the transition from preoperational to concrete-operational thinking, some relationship between these 2 processes seems likely. However, attempts to empirically validate that relationship have thus far yielded ambiguous results. Possible reasons for this ambiguity are suggested.  相似文献   

On two effects of signaling the consequences for remembering     

B. Maxwell Jones  K. Geoffrey White  Brent L. Alsop 《Learning & behavior》1995,23(3):256-272

Five pigeons were trained to perform a delayed matching-to-sample task in which red- and green-colored keys were presented as sample and choice stimuli, and the duration of a delay interval varied across trials. Experiment 1 investigated the effects on delayed-matching accuracy of signaling different durations of food access for the two correct responses (the differential-outcomes effect), and of signaling nondifferential but larger durations for both responses (the signaled-magnitudes effect). In Condition 1, a vertical bar on either sample signaled different rewards (or different outcomes, DOs) for correct red and correct green responses (0.5 and 3.5 sec, respectively), and a horizontal bar signaled equal durations of food access (or same outcomes, SOs) for these responses (1.5 sec). In Condition 2, the horizontal bar signaled equally large rewards for the two correct responses (3.5 sec), and the vertical bar signaled equally small rewards (0.5 sec). Delayed-matching accuracies were higher on DO trials than on SO trials, and they were higher on large-reward trials than on small-reward trials. However, analyses of discriminability estimates as a function of delay-interval duration revealed differences between the forgetting functions reflecting these two effects. Signaling DOs increased the initial level of the function and reduced its slope relative to signaling SOs, whereas signaling larger rewards increased the initial level of the function but did not affect its slope relative to signaling smaller rewards. Experiment 2 investigated whether the difference between the initial levels of DO and SO functions in Condition 1 resulted from overall longer food access on the former trials. However, varying the food-access times on SO trials across three conditions (0.5, 3.5, and 1.5 sec) failed to produce systematic effects consistent with this hypothesis. The results are discussed with respect to the mechanisms that could be responsible for the two effects.  相似文献   

CONSTRUCTIVIST DISCOURSES AND THE FIELD OF EDUCATION: PROBLEMS AND POSSIBILITIES   总被引：2，自引：0，他引：2  

Brent Davis  Dennis Sumara 《Educational theory》2002,52(4):409-428

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