College Students’ Perceptions About the Plausibility of Human-Induced Climate Change   总被引：2，自引：0，他引：2  

Doug Lombardi  Gale M. Sinatra 《Research in Science Education》2012,42(2):201-217

Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’ understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate students enrolled in an introductory science class on global climate change completed measures of their (a) understanding of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even with brief instruction.  相似文献   

Researching social inequalities in education: towards a Bourdieuian methodology     

Carmen Mills  Trevor Gale 《International journal of qualitative studies in education》2013,26(4):433-447

The injustices of ‘allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society’ (Wacquant, 1998 Wacquant, L. J. D. 1998. “Pierre Bourdieu”. In Key sociological thinkers, Edited by: Stones, R. New York: New York University Press. [Crossref] , [Google Scholar], p. 216). Cognizant of this, the authors argue that education requires researchers’ renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, they make the case for researchers to consider the theoretical work of Pierre Bourdieu, outlining what they understand by a Bourdieuian methodology, which is informed by socially critical and poststructural understandings of the world. Such methodology attempts to dig beneath surface appearances, asking how social systems work. By asking ‘whose interests are being served and how’ (Tripp, 1998 Tripp, D. 1998. “Critical incidents in action inquiry”. In Being reflexive in critical educational and social research, Edited by: Shacklock, G. and Smyth, J. London: Falmer Press.  [Google Scholar], p. 37) in the social arrangements we find, Bourdieu can help us to ‘work towards a more just social order’ (Lenzo, 1995 Lenzo, K. 1995. Validity and self‐reflexivity meet post‐structuralism: scientific ethos and the transgressive self. Educational Researcher, 52(1): 17–23.  [Google Scholar], p. 17).  相似文献   

Action research and the assemblage: engaging Deleuzian pedagogy and inquiry beyond the constraints of the individual and the group in education settings     

Ken Gale 《International journal of qualitative studies in education》2013,26(5):667-681

Drawing upon the author’s previous attempts to engage the work of Deleuze and Deleuze and Guattari with contemporary pedagogic practices and research, this paper offers a conceptually tentative reworking of the theory and practice of action research, both as a means of challenging antecedent positions and as a way of proposing a volatile and incisive approach that, it will be argued, can help in generating a more plural, reflexive and methodologically relevant pedagogy/research praxis. In this, it is hoped that the mobilisation of a Deleuzian conceptualisation of assemblage as a form of inquiry will open up the animation of revitalisation as event.  相似文献   

Outgoing Editor's Statement     

Gale M. Sinatra 《教育心理学家》2013,48(1):1-2

When harassed by peers, elementary school students often face a dilemma of whether to ask their teacher for help. Assistance may be useful, and perhaps necessary. However, there can be social costs; children generally are expected to resolve interpersonal conflicts on their own. Two theoretical perspectives (i.e., coping and self-regulation) provide a framework for conceptualizing adaptive help seeking as a strategy for dealing with peer harassment. A key feature of the strategy is the student's recognition that help is necessary to maintain safety. This article reviews research that supports this conceptualization. Studies focusing on students' perceptions of harassment and judgments about the necessity for help are integrated with developmental research on peer conflict and aggression. Adaptive help seeking is contrasted with two nonadaptive responses to harassment (i.e., seeking help when it is unnecessary and failure to seek help when it is necessary), developmental implications are discussed, and directions for research are suggested.  相似文献   

New Mexico practitioners' access to and satisfaction with online clinical information resources: an interview study using qualitative data analysis software     

Patricia V. Bradley  Christina M. Getrich  Gale G. Hannigan 《Journal of the Medical Library Association》2015,103(1):31-35

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Taming the Information Frontier     

Jane Skoric  Carol Seiler 《期刊图书馆员》2015,68(1-4):370-377

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Digital or didactic: Using learning technology to confront the challenge of large cohort teaching     

Fiona C. Saunders  Andrew W. Gale 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):847-858

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Assessing faculty performance using student evaluations of teaching in an uncontrolled setting     

Clifford Nowell  Lewis R. Gale  Bruce Handley 《Assessment & Evaluation in Higher Education》2010,35(4):463-475

This paper provides new evidence on the disparity between student evaluation of teaching (SET) ratings when evaluations are conducted online versus in‐class. Using a multiple regression analysis, we show that after controlling for many of the class and student characteristics not under the direct control of the instructor, average SET ratings from evaluations conducted online are significantly lower than average SET ratings conducted in‐class. Further, we demonstrate the importance of controlling for the factors not under the instructor’s control when using SET ratings to evaluate faculty performance in the classroom. We do not suggest that moving to online evaluation is overly problematic, only that it is difficult to compare evaluations done online with evaluations done in‐class. While we do not suppose that one method is ‘more accurate’ than another, we do believe that institutions would benefit from either moving all evaluations online or by continuing to do all evaluations in‐class.  相似文献   

Spore: Spawning Evolutionary Misconceptions?     

Thomas E. Bean  Gale M. Sinatra  P. G. Schrader 《Journal of Science Education and Technology》2010,19(5):409-414

The use of computer simulations as educational tools may afford the means to develop understanding of evolution as a natural, emergent, and decentralized process. However, special consideration of developmental constraints on learning may be necessary when using these technologies. Specifically, the essentialist (biological forms possess an immutable essence), teleological (assignment of purpose to living things and/or parts of living things that may not be purposeful), and intentionality (assumption that events are caused by an intelligent agent) biases may be reinforced through the use of computer simulations, rather than addressed with instruction. We examine the video game Spore for its depiction of evolutionary content and its potential to reinforce these cognitive biases. In particular, we discuss three pedagogical strategies to mitigate weaknesses of Spore and other computer simulations: directly targeting misconceptions through refutational approaches, targeting specific principles of scientific inquiry, and directly addressing issues related to models as cognitive tools.  相似文献   

I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum     

Phoebe A. Jackson  Gale Seiler 《Cultural Studies of Science Education》2018,13(3):761-784

Latecomers to science are students who take non-traditional routes into postsecondary science because they are initially missing prerequisites. Latecomers have a lower rate of persistence than traditional science students. This critical discourse analysis of an online forum thread uses Gee’s toolkit to explore how latecomers, who have histories of not being recognized as smart enough to do science, find new ways to identify with science. Applying a theoretical lens in which identity is viewed as a process of continual negotiation, which is constrained and afforded by the resources of the relevant figured worlds, it is shown how four latecomers shared reinterpreted histories of being recognized as not smart enough to do science and in doing so, formed solidarity. As part of this process they co-produced a new cultural model in which the ability or inability to ask questions led respectively to success (good grades) or failure (low grades) in science. Used in conjunction with their solidarity, they were not only able to successfully position themselves in the elite figured world of science, but also to reify the result in a form that could potentially support future identification with science. Aspects of the online forum that supported the co-production are explored, including its ability to help students draw on resources from outside of the science program. The importance of encouraging students to discuss their struggles with science and the accompanying construction of solidarity is also discussed. This research is of particular interest to practitioners and researchers interested in supporting non-traditional science students such as latecomers, especially those wishing to move away from deficit views of these students and towards a more complex and agentic understanding of persistence and identity in science.  相似文献