Assignments as a Pedagogical Tool in Learning to Teach Science: A Case Study     

Dawn L. Garbett 《Journal of Early Childhood Teacher Education》2013,34(4):381-392

Fostering student teachers' confidence and competence to teach science in early childhood settings is a complex and challenging task for teacher educators situated in university classrooms. The research reported in this paper is based on an analysis of 3rd-year early childhood student teachers' assignments. The assignment required them to interview young children in order to find out what the children knew about a specified science topic. Three themes emerged from a constant comparison analysis. The first was the artificiality of the situation as constrained by the task. The second was the importance of sound subject knowledge in being able to ask questions of the children that were not misleading or difficult to answer. The third theme encompassed the difficulties associated with engaging young children in meaningful conversations. As a result of this analysis, the assignment task was modified to enable student teachers to work in more pedagogically appropriate and authentic ways.  相似文献   

Learning,Testing, and the Evaluation of Learning Environments in Medicine: Global Performance Assessment in Medical Education     

David Williamson Shaffer  James A. Gordon  Nancy L. Bennett 《Interactive Learning Environments》2013,21(3):167-178

Changes in the profession of medicine are creating the demand for a substantive reexamination of current practices in medical education. Many of the major issues in addressing this challenge are structural and political rather than scientific; here we address one critical scientific issue that will be important to (though not by itself adequate for) guiding such changes. The factor we address is the development of a global performance assessment: a standardized mechanism to assess individual skills and abilities that can be used to evaluate alternative educational interventions. We discuss the issues involved in developing such a system, and describe a set of principles for defining desired outcomes and developing assessment tools, including (a) wide clinical scope, (b) direct relationship to actual clinical performance, (c) reliability and repeatability, and (d) non-longitudinal measurement. We discuss the role of simulation, reflective practice, and portfolios of work in developing such a system, and argue that whatever form such metrics take, a system of global performance assessment will develop from close collaboration between clinicians and educators with innovative ways of thinking about performance and expertise.  相似文献   

The work of the audience: visual matrix methodology in museums     

Lynn Froggett  Lizzie Muller  Jill Bennett 《Cultural Trends》2019,28(2-3):162-176

ABSTRACT

Visual matrix methodology has been designed for researching cultural imaginaries. It is an image-led, group-based method that creates a “third space” research setting to observe audience groups re-enacting lived experience of an event or process that takes place in the third space of a cultural setting. In this article, the method is described through its use in relation to an art-science exhibition, Human+ Future of the species, where three audience groups with investments in technology worked with exhibition material to achieve a complex ambivalent state of mind regarding technological futures. The visual matrix has been designed to capture the affective and aesthetic quality of audience engagement in third space by showing what audiences do with what is presented to them. We argue that such methodologies are useful for museums as they grapple with their role as sites where citizens not only engage in dialogue with one another but actively re-work their imaginaries of the future.  相似文献   

Approaches to the study of traditional behaviors of free-living animals     

Galef BG 《Learning & behavior》2004,32(1):53-61

I review literature on four different approaches to the study of traditions in animals: observation of free-living animals, laboratory experiment, armchair analysis, and field experiment. Because, by definition, a tradition entails social learning of some kind, it is difficult, perhaps impossible, to establish that a behavior is in fact traditional without knowledge of how it develops. Observations of free-living animals often provide strong circumstantial evidence of a tradition. However, even in the view of several researchers who have studied possibly traditional behaviors in natural populations, observation alone has not proven sufficient to show that social learning contributes to development of behaviors of interest. The relevance of laboratory experiments to the understanding of the development of behaviors in free-living animals is always open to challenge. Armchair analyses of field data can produce interesting hypotheses but cannot test them. Field experiments to determine how behaviors of interest develop in population members provide a promising way forward.  相似文献   

Early Childhood,Major Challenges: Review of Early Childhood Education and Care Policies in Oecd Countries     

John?Bennett  Michelle?J.?NeumanEmail author 《Prospects》2004,34(4):423-433

  相似文献   

Socially transmitted food preferences can be used to study long-term memory in rats     

Galef BG  Whiskin EE 《Learning & behavior》2003,31(2):160-164

Immediately after a recently fed rodentdemonstrator interacts with a conspecificobserver, the observer shows a substantially enhanced preference for whatever food its demonstrator ate. Here we show that (1) influence of a single, 30-min interaction with a demonstrator on an observer’s food preference lasts for at least 1 month, and (2) observers interacting on 2 successive days with a demonstrator fed a different diet on each day show significantly enhanced preferences for both diets a month later. Such enduring effects of single, brief interactions between a demonstrator rat and its observer provide an efficient means for studying physiological and behavioral substrates of long-term memory in rodents. Together with the results of previous studies of social influences on food choices of rats, the present results also suggest that rats may use information acquired from conspecifics to identify both toxic and safe foods for many weeks after they have acquired this information.  相似文献   

The good,the bad and the wiki: Evaluating student‐generated content for collaborative learning     

Steve Wheeler  Peter Yeomans  Dawn Wheeler 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):987-995

This paper explores the potential for wiki‐type open architecture software to promote and support collaborative learning through the use of student‐created content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community‐focused enquiry. It seeks to promote debate in this key area of development, and highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation’.  相似文献   

Birthdates of medical school applicants     

Ernest L. Abel  Robert J. Sokol  Michael L. Kruger  Dawn Yargeau 《Educational studies》2008,34(4):271-275

We determined if the “relative age” effect, wherein older students in an age cohort in early grades do better academically, extends to birthdates of applicants to medical schools, and if birthdates are related to the success of their applications. We examined birthdays of applicants from Michigan to Wayne State University’s School of Medicine, relative to December 1, the cut‐off date for eligibility to enter kindergarten in Michigan. Significantly fewer applicants ≤22 years of age were born in the three‐month period (September, October, November) immediately preceding the December 1 cut‐off date, but there was no statistically significant difference in the probability of their acceptance. We conclude that delayed entry to kindergarten influences applications for medical school acceptance, but does not affect the success of their applications.  相似文献   

Use of Anthropomorphic Brand Mascots for Student Motivation and Engagement: A Promotional Case Study With Pablo the Penguin at the University of Portsmouth Library     

David E. Bennett  Paula Thompson 《New Review of Academic Librarianship》2016,22(2-3):225-237

ABSTRACT

A case study demonstrating how an online narrative featuring the adventures of a cuddly toy penguin, Pablo Penguin (@uoppenguin on Twitter) has been introduced at the University of Portsmouth Library to build trust and engagement between university students and library services and facilities. Evidence for the benefits of anthropomorphic brand mascots and best practice for their design and use to enhance the library brand, emotionally engage, build trust, lower barriers to service engagement, and mentor students from the perspective of a perpetual student are drawn from the marketing and psychological literature then illustrated in the case study.  相似文献   

Serial anticipation and pattern extrapolation in rats as a function of element discriminability     

Steven J. Haggbloom  Dawn M. Brooks 《Learning & behavior》1985,13(3):303-308

In Experiment 1, three groups of rats were trained on one of three serial patterns consisting of different numbers of .045-g food pellets, either the simple strong monotonie pattern 14-7-3-1-0 (Group SM) or one of two complex weak monotonie patterns, 14-5-5-1-0 (Group 5-5) or 14-9-1-1-0 (Group 1-1). Learning to anticipate the terminal 0-pellet element occurred faster in Group 1-1 than in Group SM, which in turn learned faster than Group 5-5. In Experiment 2, Groups SM, 5-5, and 1-1 were trained on the first four elements of the patterns experienced by their Experiment 1 counterparts and then were tested for their ability to extrapolate the series to include the addition of a 0-pellet element in the fifth position. Extrapolation behavior was better in Group 1-1 than in Group SM, which in turn performed better than Group 5-5. The results were shown to be consistent with a memory-discrimination model of serial learning and inconsistent with a rule-learning model based on pattern complexity.  相似文献