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11.
The New Zealand Ministry of Education has introduced a Numeracy Project for students aged 5–14 years in selected schools. The project encourages the adoption of flexible strategies for solving numerical problems, and discourages reliance on standard computational algorithms. One potential benefit of the project is that the methods students acquire in the project may provide a foundation for algebraic thinking through the use of quasi-variables in numerical operations. In order to evaluate this possibility, we constructed a 21-item test of numerical manipulation that required an underlying awareness of the presence of quasi-variables. The test was administered to 431 12-year-old students who participated in the project and to 468 students who did not. The test consisted of six sections, each of which examined the application of a different aspect of reasoning to numerical problems. The results showed that students who participated in the Numeracy Project solved numerical problems that required manipulation with more success than did students who had not participated in the project. This proved to be the case for three different levels of analysis: for the test as a whole, for each of the six sections of the test, and for every individual item of the test. The results were interpreted as showing that the project fostered students awareness of numbers as quasi-variables and thus provided an early indicator of algebraic thinking. 相似文献
12.
Sjöberg, L. & Drottz, B.‐M. 1983. Interests in School Subject and Vocational Preference. Scandinavian Journal of Educational Research 27, 165‐182. A group of Swedish high school students rated their interests in school subject areas. Interests were related to perceived effort, ability as regards grades and vocational preferences as well as to perceived job market prospects in the vocations. It was found that interests could be well accounted for by the logical appeal of the subject areas and, to some extent, by their practical value. Interests were related to perceived ability and to perceived effort in structural model analyses applied to intercorrelations. Vocational preferences were only weakly related to interests in subject areas, though most students stated that their choices were based on ‘interest’. Preferences among vocations were correlated especially with individual job market prospects. 相似文献
13.
May Britt Drugli Bo Larsson Graham Clifford Sturla Fossum 《Scandinavian Journal of Educational Research》2013,57(5):547-559
Differences between pervasive (home and day‐care/school) versus non‐pervasive (home only) conduct problems were examined in regard to various child, parent/family, and day‐care/school characteristics in an outpatient clinic sample of 120 children aged 4–8 years. All children scored above the 90th percentile on the Eyberg Child Behavior Inventory for home problems and met the criteria for a possible or a confirmed diagnosis of oppositional defiant behaviours. The proportion of children with pervasive conduct problems was high, 83%. Teachers in day care and school reported children in the pervasive group to have significantly more attention and internalizing problems as well as lower social competence scores than those in the non‐pervasive group. Children in the pervasive group also showed consistently more problems in their relationships both with teachers and peers than those in the non‐pervasive group. The implications for assessment and treatment of children with conduct problems in these age‐groups are discussed. 相似文献
14.
Britt Ulstrup Engelsen 《Scandinavian Journal of Educational Research》2013,57(4):285-299
A debate concerning didactics as a concept and research field has been conducted in Sweden during the 1980s. This article presents central points of view from this debate, and discusses them on the basis of a Norwegian understanding of didactics. From this perspective the author holds that the Swedish discussion of didactics may appear somewhat near‐sighted. The conclusion drawn is that the primary task of didactics must be the establishment of a basis for the attainment of more knowledge about, better understanding of, and deeper insight into education. Such a task is scarcely best solved through a fight over the right understanding of didactics. A better strategy would comprise efforts at fruitful dialogue and focus on research aimed at illuminating all aspects of education and its influencing factors. 相似文献
15.
May Britt Postholm 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):405-429
Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference. Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories. Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers. 相似文献
16.
We examined whether epistemic beliefs predict students’ evaluation of documents. Undergraduates read two texts on climate change. Participants judged the trustworthiness of each text and then indicated the criteria for their rating. We found that readers who believe strongly in relying on personal interpretations rather than on authorities trusted both documents less and used the document’s content or their own opinion as criteria for judging trustworthiness. We also found that readers who believe that knowledge claims should be critically evaluated through logic and rules rated the science text as more trustworthy and used the criteria of their own opinion, author and content more than readers who believe in relying on their own experiences. These effects hold true while controlling for readers’ prior knowledge and text comprehensibility. 相似文献
17.
May Britt Postholm 《Teaching and Teacher Education》2011,27(3):560-568
The article is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a Norwegian lower secondary school. The purpose is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended. The study concludes that continuity in both leadership and the teaching staff means that the involved practitioners can develop an identity with a common objective over time, and that development can then be seen as improvement. 相似文献
18.
The article builds upon a study where students’ relations to science are related to their worldviews and the kind of worldviews
they associate with science. The aim of the study is to deepen our knowledge of how worldview and students’ ways to handle
conflicts between their own worldview and the worldview they associate with science, can add to our understanding of students’
relations to science. Data consists of students’ responses to a questionnaire (N = 47) and to interviews (N = 26). The study shows that for students who have a high ability in science, those who have taken science-intense programmes
in upper secondary school to a higher extent than others have worldviews in accordance with the worldviews they associate
with science. This indicates that students who embrace a worldview different from the one they associate with science tend
to exclude themselves from science/technology programmes in Swedish upper secondary school. In the article the results are
presented through case studies of single individuals. Those students’ reasoning is related to the results for the whole student
group. Implications for science teaching and for further research are discussed. 相似文献
19.
The purpose of this study is to construct and validate a scale of electronic health (e-health) communication competence. Based on a comprehensive review of e-health literature, this scale was constructed using two studies to gather data and validate the scale; four dimensions emerged in the final measurement: e-health self-efficacy, knowledge, usage, and motivation. Results suggest the e-health competence scale is useful for researchers to develop online health interventions and other domains of computer-mediated communication. 相似文献
20.
Jean-François Rouet Ludovic Le Bigot Guillaume de Pereyra M. Anne Britt 《Reading and writing》2016,29(8):1549-1570
Three experiments investigated the role of source information (i.e., who said what) in readers’ comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing stories that included discrepant statements. Readers would also memorize source information more accurately. Experiments 1 and 2 found that American and French college students were more likely to refer to source information when they summarized news reports containing discrepant assertions. A detailed content analysis of the summaries also indicated that students use hedging and several other tactics to resolve contradictions. Experiment 3 replicated Braasch et al.’s finding that sources of discrepant stories were more likely to be recalled than sources of consistent stories. Experiment 3 also extended these findings using longer texts and a different reading task. Altogether the data support the Documents Model framework of multiple source comprehension. 相似文献