Effectiveness of Conceptual Change Text-oriented Instruction on Students’ Understanding of Energy in Chemical Reactions     

Özgecan Taştan  Eylem Yalçınkaya  Yezdan Boz 《Journal of Science Education and Technology》2008,17(5):444-453

The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In order to find out the effect of the conceptual change text on students’ learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically significant mean difference between the experimental and control group in terms of students’ ECT total mean scores; however, there was no statistically significant difference between the experimental and control group in terms of students’ attitude towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement.  相似文献   

Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain)     

Encarnación Soto Gómez  María José Serván Núñez  Noemí Peña Trapero  Ángel Ignacio Pérez Gómez 《Educational Action Research》2019,27(4):527-542

ABSTRACT

This article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers’ practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers’ practical knowledge in teacher training. Teachers’ practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers’ practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers’ practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers’ practical thinking from within, strengthening the professional teaching community.  相似文献   

A Comparison of Responsive Interventions on Kindergarteners’ Early Reading Achievement     

Mary E. Little  D’Ann Rawlinson  Deborah C. Simmons  Minjung Kim  Oi‐man Kwok  Shanna Hagan‐Burke  Leslie E. Simmons  Melissa Fogarty  Eric Oslund  Michael D. Coyne 《Learning disabilities research & practice》2012,27(4):189-202

This study compared the effects of Tier 2 reading interventions that operated in response‐to‐intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response to student performance or (b) their schools’ typical supplemental reading intervention (regrouping and curriculum pacing adjustments). In both conditions, intervention was provided 30 minutes per day in small groups for approximately 100 sessions. Results indicated no statistically significant group differences on any outcome measures. Between‐group effect sizes revealed substantively important differences (Valentine & Cooper, 2003) favoring the ERI responsive condition on multiple measures with effect sizes ranging from .35 to .59. Overall, findings indicated that the majority of students in both Tier 2 intervention conditions performed above the 30th percentile on posttest measures of word reading measures.  相似文献   

Empirical Research on Ethnic Minority Students: 1995–2009     

Eleazar Vasquez III  Angel Lopez  Carrie Straub  Selma Powell  Tracy McKinney  Zachary Walker  Tiphanie Gonzalez  Timothy A. Slocum  Lee Mason  Breda V. Okeeffe  Peña L. Bedesem 《Learning disabilities research & practice》2011,26(2):84-93

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education.  相似文献   

An architectural assessment method for new exterior additions to historic buildings     

Hülya Yüceer  Başak İpekoğlu 《Journal of Cultural Heritage》2012,13(4):419-425

The design approaches of new exterior additions to historic buildings have been among the ongoing debates in the field of architectural conservation. The aim of this study is to develop an assessment method, which can be used to determine the compatibility in architectural expression of the new addition in relation to the characteristics of a historic building. This method is based on the architectural analysis, which includes environmental relations, building-lot relations, mass relations and the facade composition of the historic building both before and after the new addition in relation to the value of a historical building. In this study, a selected group of historic buildings in ?zmir, Turkey with new exterior additions was analysed with regard to their exterior architectural characteristics in order to evaluate the compatibility of the new addition, by employing the use of contemporary conservation principles. The importance of this study is to guide architects to form the basis of a decision for developing an integrated approach in designing new additions in the course of the actual design process. On the other hand, the proposed method can be evaluated as a contribution to the emerging field of heritage impact assessments as well as scientific assistance to local governments to criticize specific projects of cultural heritage assets submitted for appraisal. Analysis results showed that the value of the historic building should first clearly be identified and a new addition should bear the identity of its own period. However, instead of altering the scale or form of the historic building, a new addition should complement and contribute to the sense of proportion, disposition and historical pattern.  相似文献   

The effects of different syringe volume, needle size and sample volume on blood gas analysis in syringes washed with heparin     

Küme T  Sişman AR  Solak A  Tuğlu B  Cinkooğlu B  Coker C 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(2):189-201

Introductıon:

We evaluated the effect of different syringe volume, needle size and sample volume on blood gas analysis in syringes washed with heparin.

Materials and methods:

In this multi-step experimental study, percent dilution ratios (PDRs) and final heparin concentrations (FHCs) were calculated by gravimetric method for determining the effect of syringe volume (1, 2, 5 and 10 mL), needle size (20, 21, 22, 25 and 26 G) and sample volume (0.5, 1, 2, 5 and 10 mL). The effect of different PDRs and FHCs on blood gas and electrolyte parameters were determined. The erroneous results from nonstandardized sampling were evaluated according to RiliBAK’s TEa.

Results:

The increase of PDRs and FHCs was associated with the decrease of syringe volume, the increase of needle size and the decrease of sample volume: from 2.0% and 100 IU/mL in 10 mL-syringe to 7.0% and 351 IU/mL in 1 mL-syringe; from 4.9% and 245 IU/mL in 26G to 7.6% and 380 IU/mL in 20 G with combined 1 mL syringe; from 2.0% and 100 IU/mL in full-filled sample to 34% and 1675 IU/mL in 0.5 mL suctioned sample into 10 mL-syringe. There was no statistical difference in pH; but the percent decreasing in pCO₂, K⁺, iCa²⁺, iMg²⁺; the percent increasing in pO₂ and Na⁺ were statistical significance compared to samples full-filled in syringes. The all changes in pH and pO₂ were acceptable; but the changes in pCO₂, Na⁺, K⁺ and iCa²⁺ were unacceptable according to TEa limits except fullfilled-syringes.

Conclusions:

The changes in PDRs and FHCs due nonstandardized sampling in syringe washed with liquid heparin give rise to erroneous test results for pCO₂ and electrolytes.  相似文献   

用可持续发展观提高高校图书馆服务质量   总被引：6，自引：0，他引：6  

束漫 《图书情报工作》2004,48(9):15-17,23

结合大学图书馆的实际情况,探讨用可持续发展的资源观建设信息资源;用可持续发展的系统观调整部门机构;用可持续发展的效益观建设学科馆员机制;用可持续发展的全球观加强传统服务的功能,拓展现代化信息服务的领域;用可持续发展的社会平等观建立知识交流平台;用人类发展观创建“快乐工作、快乐生活”的图书馆文化氛围。  相似文献   

Implicit overcompensation: the influence of negative self-instructions on performance of a self-paced motor task   总被引：1，自引：0，他引：1  

de la Peña D  Murray NP  Janelle CM 《Journal of sports sciences》2008,26(12):1323-1331

According to Wegner's (1994) theory of ironic processes of mental control, self-instructions not to perform in a certain way, together with mental loads, can induce thoughts, emotions, and behaviours that are precisely the opposite of intention. Wegner's theory was tested against the implicit overcompensation hypothesis, which states that movement direction and magnitude are implicitly dictated by self-instruction, irrespective of load, promoting overcompensation of action. Two experiments were conducted using a golf-putting task. In Experiment 1, 48 participants were randomly assigned to one of four load conditions: cognitive, visual, auditory, and self-presentation/incentive. In the experimental trials, participants were instructed to make the putt, but it was emphasized that the putt should not be left short of the target. Following the instructional strategy, putts landed significantly longer than at baseline, irrespective of load. In Experiment 2, 36 participants were divided into one of three groups, without load, in which different instructional sets (control, not putting long, and not putting short) were emphasized. A significant interaction emerged, as participants putted significantly longer or shorter than controls depending on the instructional set given. Overall, our findings support the implicit overcompensation hypothesis. Theoretical and practical considerations are discussed.  相似文献   

Do systems pass university entrance exams?     

Alvaro Rodrigo  Anselmo Peñas  Yusuke Miyao  Noriko Kando 《Information processing & management》2018,54(4):564-575

Reading Comprehension tests are commonly used to assess the degree to which people comprehend what they read. This is why we work with the hypothesis that it is reasonable to use these tests to assess the degree to which a machine “comprehends” what it is reading. In this work, we evaluate Question Answering systems using Reading Comprehension tests from exams to enter University. This article analyses the datasets generated, the kind of inferences required, the methodology followed in three evaluation campaigns, the approaches presented by participants and current results. Besides, we study the evolution of systems and the main lessons learned in this evaluation process. We also show how current technologies are unable to pass university-entrance exams. This is because these tests require a deep understanding of texts, as well as detecting the similar meaning of phrases with different words. Future directions focused on these ideas seem more promising than including a massive amount of data for training systems, what has allowed systems to obtain outstanding results in Reading Comprehension tests with more straightforward questions. We think this study helps to increase the knowledge about how to develop better Question Answering systems.  相似文献   

Democratic environments offered to children at school,in the family,and in society: the case of Turkey     

Zafer Kuş 《Educational Research for Policy and Practice》2014,13(2):115-128

This research aims to investigate democratic environments offered to children in Turkey at school, in the home, and in society. A mixed method is a general type of research where qualitative and quantitative methods are used together. The researcher first collects quantitative and then the qualitative data. The study group in the research consisted of children in Kirsehir, a small city near the capital Ankara, in central Turkey. Democratic Environments scale and interview forms were used in the research. To analyze the obtained data, arithmetic averages, standard deviations, and percentages were calculated and multivariate analyses of variance conducted. The data obtained during interviews were analyzed through content analysis. Results show that even though Turkey accepts the Convention on the Rights of the Child, some problems remain associated with the democratic environment offered to children at school, at home, and in society.  相似文献