Children's Causal Explanations of Animate and Inanimate Motion   总被引：3，自引：0，他引：3  

Susan A. Gelman  Gail M. Gottfried 《Child development》1996,67(5):1970-1987

Adults frequently refer to nonobvious, internal, or immanent causal mechanisms when explaining certain kinds of movement— such as the movement of animals (e.g., a rabbit hops because of its brain and muscles) and the self-sustained movement of artifacts (e.g., a toy moves on its own because of batteries or gears). This series of studies examined whether and when preschool children are willing to attribute internal and immanent causes to motion. In 3 studies, preschool children and adults viewed animals and artifacts (wind-up toys and transparent objects) either moving independently or being transported by a person. Children explained animal and artifact events differently, even with the kind of movement controlled: They were more likely to attribute immanent cause to animals than to artifacts and more likely to attribute human cause to artifacts than animals. Internal causes were less frequently endorsed overall; however, when asked to describe the insides of artifacts, children who saw them moving alone more often described internal mechanisms (e.g., batteries, electricity) than children who did not see them moving alone. Altogether, the studies suggest that children as young as 3 or 4 years of age honor two principles: For animals more than for artifacts, movement is caused by an immanent source, and across domains, movements without an observable agent have an internal or immanent source.  相似文献   

Correct Interpretation of Chemical Diagrams Requires Transforming from One Level of Representation to Another     

Gail Chittleborough  David Treagust 《Research in Science Education》2008,38(4):463-482

Volunteer non-major chemistry students taking an introductory university chemistry course (n = 17) were interviewed about their understanding of a variety of chemical diagrams. All the students’ interviewed appreciated that diagrams of laboratory equipment were useful to show how to set up laboratory equipment. However students’ ability to explain specific diagrams at either the macroscopic or sub-microscopic level varied greatly. The results highlighted the poor level of understanding that some students had even after completing both exercises and experiments using the diagrams. The connection between the diagrams of the macroscopic level (equipment, chemicals), the sub-microscopic level (molecular) and the symbolic level (equations) was not always considered explicitly by students. The results indicate a need for chemical diagrams to be used carefully and more explicitly to ensure learner understanding. Correspondingly, students need to interpret visual chemical diagrams using meta-visualization skills linking the various levels of representation, and appreciating the role of the diagrams in explanations need to be developed.  相似文献   

Learners' perceptions of the role of peers in a research experience: Implications for the apprenticeship process,scientific inquiry,and collaborative work     

Kelly Grindstaff  Gail Richmond 《科学教学研究杂志》2008,45(2):251-271

This study investigates the interaction between four pairs of high school students in a 7‐week national research apprenticeship program. Each student was interviewed about perceptions of experiences working with a peer in the same setting, and the resulting stories were analyzed. Through discourse analysis of the interviews and interrelated analyses of data from journals and responses on pre‐ and postprogram questionnaires, three types of support were identified that students experienced to varying degrees: social–emotional, social–technical, and social–cognitive. It is concluded that social–cognitive support is best engendered if there is sufficient similarity of problems and processes, and ample room for different results and debate about interpretation. Additionally, the culture and reward system students work within (i.e., classrooms) must encourage discussion of ideas and value an outsider's perspective, in recognition of the roles creativity, uncertainty, and ambiguity play in science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 251–271, 2008.  相似文献   

The histopathologic reliability of tissue taken from cadavers within the gross anatomy laboratory          下载免费PDF全文

Guenevere Rae  William P. Newman III  Robin McGoey  Supriya Donthamsetty  Aryn C. Karpinski  Jeffrey Green 《Anatomical sciences education》2018,11(2):207-214

The purpose of this study was to examine the histopathologic reliability of embalmed cadaveric tissue taken from the gross anatomy laboratory. Tissue samples from hearts, livers, lungs, and kidneys were collected after the medical students’ dissection course was completed. All of the cadavers were embalmed in a formalin‐based fixative solution. The tissue was processed, embedded in paraffin, sectioned at six micrometers, and stained with H&E. The microscope slides were evaluated by a board certified pathologist to determine whether the cellular components of the tissues were preserved at a high enough quality to allow for histopathologic diagnosis. There was a statistically significant relationship between ratings and organ groups. Across all organs, there was a smaller proportion of “poor” ratings. The lung group had the highest percentage of “poor” ratings (23.1%). The heart group had the least “poor” ratings (0.0%). The largest percentage of “satisfactory” ratings were in the lung group (52.8%), and the heart group contained the highest percentage of “good” ratings (58.5%) The lung group had the lowest percentage of “good” ratings (24.2%). These results indicate that heart tissue is more reliable than lung, kidney, or liver tissue when utilizing tissue from the gross anatomy laboratory for research and/or educational purposes. This information advises educators and researchers about the quality and histopathologic reliability of tissue samples obtained from the gross anatomy laboratory. Anat Sci Educ 11: 207–214. © 2017 American Association of Anatomists.  相似文献   

Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks     

Joan Ferrini-Mundy  Gail Burrill  William H. Schmidt 《Journal of Mathematics Teacher Education》2007,10(4-6):311-324

Improving mathematics education in the United States has taken many forms. Our work has focused on two aspects: the content knowledge of teachers and a well-articulated coherent curriculum. Our aim was teacher “capacity building” that is enabling teachers to teach to coherent and significant mathematical curricular goals and describe the implementation in a large-scale project based at Michigan State University. We highlight the design, structure and use of mathematics teacher learning tasks that were intended to improve teachers’ capacity to teach to these goals and note how the teachers’ perceptions of the structure and sequencing of mathematics itself affect the ways they organize mathematics in their teaching and the ways they teach.  相似文献   

Communication in spiders     

George W Uetz  Gail Stratton 《Endeavour》1983,7(1):13-18

As in other animals, the exchange of signals between spiders serves many purposes and in recent years it has been shown that they have evolved a very complex system. This includes the exchange of information by acoustic/vibratory mechanisms; by visual means; and by pheromones. This article reviews these systems and the circumstances in which they are brought into play.  相似文献   

Shorter Notices     

Nancy Green 《Literacy》1978,12(2):55-55

Mackay , David and Simon , Joseph , (1976) Help Your Child to Read and Write and More. Chamberlin , Anthony , and Stenberg , Kurt . (1976). Play and Practice.  相似文献   

Identification of Threshold Concepts for Biochemistry     

Jennifer Loertscher  David Green  Jennifer E. Lewis  Sara Lin  Vicky Minderhout 《CBE life sciences education》2014,13(3):516-528

Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed.  相似文献   

Sustainability education: researching practice in primary schools     

Monica Green  Margaret Somerville 《Environmental Education Research》2015,21(6):832-845

Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way.  相似文献   

Training in the public sector in a period of austerity: the case of the UK     

Nick Jewson  Francis Green 《Journal of Education & Work》2015,28(3):228-249

This article examines what has happened to training in public sector organisations in the UK in a period of austerity. It draws on individual-level data collected over the period 2000–2012 and establishment-level data collected from employer surveys carried out between 2005 and 2012. To understand these data further, 75 qualitative interviews with public sector employers were carried out between mid-2010 and early 2012. This article finds that while training incidence remained relatively high in the public sector, establishment-level control over planning and funding fell faster than in the private sector. Nevertheless, the public sector ethos of serving the community along with the tradition of the public sector as a ‘good employer’ meant that the training system within public sector organisations remained largely intact, even when the availability or frequency of some courses was reduced. The result was that limited training funds were made to go further by reducing the frequency of courses, prioritising courses immediately relevant to front-line services, tightening the application of eligibility criteria among potential trainees and economising on training delivery – summed up by one respondent as ‘training smarter’.  相似文献