On the ‘Fabric’ of our global science education research community: The art and science of writing for the Journal of Research in Science Teaching     

Fouad Abd‐El‐Khalick  Dana L. Zeidler 《科学教学研究杂志》2016,53(1):3-6

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Pioneering the JRST doctoral student mentored reviewer initiative: Bolstering the contributions of a top‐tier research journal to graduate education     

Fouad Abd‐El‐Khalick  Dana L. Zeidler 《科学教学研究杂志》2016,53(7):975-979

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Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study     

Nihal Dogan  Fouad Abd‐El‐Khalick 《科学教学研究杂志》2008,45(10):1083-1112

This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008  相似文献   

A study of practical‐moral knowledge in science teaching: Case studies in physical science classrooms     

Sara Salloum  Fouad Abd‐El‐Khalick 《科学教学研究杂志》2010,47(8):929-951

This study further extends a conceptual framework that explores science teaching as a “practice” not reducible to the application of formal knowledge, but as informed by teachers' practical‐moral knowledge. A hermeneutic model was developed to examine practical‐moral knowledge indirectly by investigating teachers' commitments, interpretations, actions, and dialectic interactions between them. The study also aimed to analyze teachers' actions in terms of their interpretations and commitments as they realize “internal goods” of their practice. Ethnographic case studies of three science teachers were conducted through classroom observation, in‐depth interviews and dialogues, and artifact analysis. A commitment of preparing students for national exams was common to the three teachers but was manifested differently in classroom practices. This commitment originated from interpretations about the duty of “good” teachers not letting students and schools down. Other emergent commitments were commitments: to conceptual understandings, to “challenge” learners, and to social modeling. We present each with associated interpretations and actions. The concepts of practical wisdom (phronesis) and gap closing are used to characterize teachers' practical knowledge and its development respectively. Implications for teacher education are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 929–951, 2010  相似文献   

Relationships between serum lipid, lipoprotein, triglyceride-rich lipoprotein, and high-density lipoprotein particle concentrations in post-renal transplant patients     

ElZbieta KIMAK  Magdalena HALABI  Iwona BARANOWICZ-GASZCZYK 《Journal of Zhejiang University. Science. B》2010,11(4):249-257

Objective:Disturbances in lipid and lipoprotein profiles in patients after kidney transplantation (Tx) are still not understood. Methods:Serum levels of lipids,lipoprotein,triglyceride-rich lipoproteins (TRLs),and high-density lipoprotein (HDL) particles were determined,lipid and lipoprotein ratios were calculated,and their relationships in Tx patients with hypertriglyceridemia (HTG) and lower apolipoprotein AI (apoAI) concentration were examined. Serum lipid and lipoprotein levels were measured in 109 Tx p...  相似文献   

Counselling for a changing society     

A. A. H. El Koussy 《International journal for the advancement of counseling》1979,2(2):143-152

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The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns     

Tansy Jessop  Yassein El Hakim  Graham Gibbs 《Assessment & Evaluation in Higher Education》2014,39(1):73-88

Audits of 23 degree programmes in eight universities showed wide variations in assessment patterns and feedback. Scores from Assessment Experience Questionnaire returns revealed consistent relationships between characteristics of assessment and student learning responses, including a strong relationship between quantity and quality of feedback and a clear sense of goals and standards, and between both these scales and students’ overall satisfaction. Focus group data helped to explain students’ learning responses but also identified ambivalent responses to the use of formative-only assessment, particularly when it was optional. Frequently, students were unclear about goals and standards, and found feedback unhelpful when assessment demands differed across modules, and when marking standards and approaches varied widely, making it difficult for feedback to feed forwards. The methodology underpinning the Transforming the Experience of Students through Assessment study described here has been used in more than 20 universities worldwide and is helping teachers to redesign assessment regimes, so that teachers’ efforts support learning better.  相似文献   

Stabilization of positive Takagi–Sugeno fuzzy discrete-time systems with multiple delays and bounded controls     

Abdellah Benzaouia  Rkia Oubah  Ahmed El Hajjaji 《Journal of The Franklin Institute》2014

This paper deals with the problem of stabilization by state feedback control of Takagi–Sugeno (T–S) fuzzy discrete-time systems with multiple fixed delays while imposing positivity in closed-loop. The obtained results are presented under linear programming (LP) form. In particular, the synthesis of state feedback controllers is first solved in terms of Linear programming for the unbounded controls case. This result is then extended to the stabilization problem by nonnegative controls, and stabilization by bounded controls. The stabilization conditions are derived using the single Lyapunov–Krasovskii functional (LKF). An example of a real plant is studied to show the advantages of the design procedure. A comparison between linear programming and LMI approaches is presented.  相似文献   

Evaluation of Apoptotic Marker Bcl2, CD4+, Human Hepatocyte Growth Factor and Metalloproteinase-9 as Tumor Markers for Patients with Hepatocellular Carcinoma     

Eman R. Youness  Mohamed El Nemr  F. S. Oraby  Nadia M. Ahmed  Mohamed A. Moghni  Hanan F. Aly  Hanaa H. Ahmed 《Indian journal of clinical biochemistry : IJCB》2014,29(3):351-356

To examine the possible involvement of human B cell leukemia/lymphoma 2 (Bcl-2), CD4+ cells, hepatocyte growth factor (HGF), and metalloproteinase-9 (MMP-9), as biomarkers in early diagnosis of hepatocellular carcinoma (HCC), activities of these biomarkers in serum were demonstrated by the method of Enzyme Linked Immunosorbant Assay. Two groups of subjects (60 for each), were examined in this study; healthy controls and patients with HCC. The present results declare that, significant decrease in Bcl-2 (p ≤ 0.0001), and CD 4+ (p ≤ 0.001), while significant increase in HGF and MMP-9 (p ≤ 0.05). These findings imply an influence of these biomarkers by the existence of hepatic carcinoma that might reflect the progression of disease and a distinction between the pathological mechanisms involved in hepatic carcinoma. Since, the serum MMP-9 activity was significantly varied between each stage of HCC. An individual profile of the present investigated parameters was detected that might serve as an easy accessing serum marker to monitor the progression of hepatic cell disorders.  相似文献   

Teachers’ ability to identify and explain students’ actions in near and far figural pattern generalization tasks     

Rabih Raif El Mouhayar  Murad Eid Jurdak 《Educational Studies in Mathematics》2013,82(3):379-396

The purpose of this paper is to explore middle school in-service mathematics teachers’ ability (1) to identify and explain students’ actions in pattern generalization and (2) to account for the variation in teachers’ explanations of students’ actions in terms of task and teachers’ factors. Two questionnaires were developed: (1) a questionnaire to measure teachers’ ability to identify students’ actions while finding the nth term in the pattern generalization and (2) a questionnaire to measure teachers’ ability to explain students’ actions in different tasks. The two questionnaires were given to a sample of 83 middle school in-service mathematics teachers from 22 schools in Lebanon. Analysis of data shows that teachers seemed to have the ability to identify students’ actions while finding the nth term in the pattern generalization and that teachers’ explanations of students’ actions in different tasks are lacking in terms of identifying variable-related counting elements. The results of stepwise multiple regression show that teachers’ ability to explain students’ actions to find the general term depends on their ability to explain students’ step-by-step counting or drawing.  相似文献