Children's Counterfactual Reasoning About Causally Overdetermined Events     

Angela Nyhout  Lena Henke  Patricia A. Ganea 《Child development》2019,90(2):610-622

In two experiments, one hundred and sixty-two 6- to 8-year-olds were asked to reason counterfactually about events with different causal structures. All events involved overdetermined outcomes in which two different causal events led to the same outcome. In Experiment 1, children heard stories with either an ambiguous causal relation between events or causally unrelated events. Children in the causally unrelated version performed better than chance and better than those in the ambiguous condition. In Experiment 2, children heard stories in which antecedent events were causally connected or causally disconnected. Eight-year-olds performed above chance in both conditions, whereas 6-year-olds performed above chance only in the connected condition. This work provides the first evidence that children can reason counterfactually in causally overdetermined contexts by age 8.  相似文献   

CRITICAL FEATURES OF VISUALIZATIONS OF TRANSPORT THROUGH THE CELL MEMBRANE—AN EMPIRICAL STUDY OF UPPER SECONDARY AND TERTIARY STUDENTS’ MEANING-MAKING OF A STILL IMAGE AND AN ANIMATION   总被引：1，自引：0，他引：1  

Carl-Johan Rundgren  Lena A. E. Tibell 《International Journal of Science and Mathematics Education》2010,8(2):223-246

Images, diagrams, and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers. This study examines how upper secondary and tertiary students interpret visualizations of transport through the cell membrane in the form of a still image and an animation. Twenty upper secondary and five tertiary students were interviewed. In addition, 31 university students participated in a group discussion and answered a questionnaire regarding the animation. A model, based on variation theory, was then tested as a tool for distinguishing between what is expected to be learned, what is present in the visualizations, and what is actually learned by the students. Three critical features of the ability to visualize biomolecular processes were identified from the students’ interpretations of the animation: the complexity of biomolecular processes, the dynamic and random nature of biomolecular interactions, and extrapolation between 2D and 3D. The results of this study support the use of multiple representations to achieve different learning goals.  相似文献   

“I have chosen another way of thinking”     

Lena Hansson  Britt Lindahl 《Science & Education》2010,19(9):895-918

The article builds upon a study where students’ relations to science are related to their worldviews and the kind of worldviews they associate with science. The aim of the study is to deepen our knowledge of how worldview and students’ ways to handle conflicts between their own worldview and the worldview they associate with science, can add to our understanding of students’ relations to science. Data consists of students’ responses to a questionnaire (N = 47) and to interviews (N = 26). The study shows that for students who have a high ability in science, those who have taken science-intense programmes in upper secondary school to a higher extent than others have worldviews in accordance with the worldviews they associate with science. This indicates that students who embrace a worldview different from the one they associate with science tend to exclude themselves from science/technology programmes in Swedish upper secondary school. In the article the results are presented through case studies of single individuals. Those students’ reasoning is related to the results for the whole student group. Implications for science teaching and for further research are discussed.  相似文献   

The rights of children with special needs: From rights to obligations and responsibilities     

Lena Saleh 《Prospects》1999,29(2):203-216

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低幼儿童听力测验     

黄丽娜 《中国特殊教育》2000,(1)

早期干预能帮助弱听儿童可以更好地学习语言和沟通 ,也直接影响儿童的学习和成长。早期诊断 ,便成为早期干预的一个预先程序 ,可是要把听觉的毛病诊断出来 ,我们首先要明白如何测试不同年龄的儿童。这篇文章主要介绍了对不同年龄的低幼儿童进行行为听力测验的方法和技术  相似文献   

Inquiry-Based Educational Design for Large-Scale High School Astronomy Projects Using Real Telescopes     

Michael Fitzgerald  David H. McKinnon  Lena Danaia 《Journal of Science Education and Technology》2015,24(6):747-760

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Positionierungen zu „Elite“ und „Exzellenz“ in gymnasialen Bildungsregionen – Eine „Gretchenfrage“ für Schulleiter exklusiver Gymnasien?     

Werner Helsper  Mareke Niemann  Anja Gibson  Lena Dreier 《Zeitschrift für Erziehungswissenschaft》2014,17(3):203-219

Looking at two urban higher education regions, in this paper we investigate the question of which positions head teachers of “exclusive” German gymnasiums adopt with regard to concepts such as ‘elite’, ‘excellence’ and thus also to schools’ attempts to distinguish their own profiles in the education system, all the while bearing in mind the context of public discourses about ‘elite’ and ‘excellence’. In doing so, we reconstruct four modes of dealing with the elite concept. All of these modes—even the most positive references—show that for “exclusive” German Gymnasiums the term ‘elite’ is precariously situated, associated as it is with a considerable need for legitimation. By contrast, it is not problematic to refer to a meritocratic elite concept that involves functional academic and leadership elites in the sense of excellence. On the other hand, any association of these upper secondary schools with power, financial and business elites does seem highly problematic and is vehemently rejected. This clear rejection occurs—and this is the central thesis of this article—because otherwise meritocracy itself, as the hegemonic academic form of legitimation, would be threatened to its very core.  相似文献   

Ionized Calcium Measurement in Serum and Plasma by Ion Selective Electrodes: Comparison of Measured and Calculated Parameters     

Lena Jafri  Aysha Habib Khan  Saba Azeem 《Indian journal of clinical biochemistry : IJCB》2014,29(3):327-332

To determine the concentration of ionized calcium (iCa) collected in lithium heparin and gel tubes and to correlate the measured iCa with calculated iCa. Anaerobic fasting blood samples were simultaneously collected from healthy laboratory workers in lithium-heparin and gel tubes. iCa, pH, total calcium (CaT), total protein and albumin were measured. Ionized Ca was calculated with albumin and globulin values using an appropriate formula. Mean iCa in gel tubes showed a positive constant bias of 0.08 mmol/L (p < 0.001) when compared to lithium heparin results. The mean pH of blood taken in lithium heparin and gel tubes was non-significant (p = 0.3). Measured iCa poorly correlated with CaT (r = 0.2, p = 0.1) and calculated iCa (r = 0.2, p = 0.2). To evaluate the calcium status direct measurement of iCa must be done rather than using the formulae for iCa determination. In addition serum is recommended as the choice of sample for iCa determination in comparison to plasma samples.  相似文献   

Erratum to: Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-Based Naturalistic Study     

Jigna Nawani  Lena von Kotzebue  Julia Rixius  Michael Graml  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1453-1453

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Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-based Naturalistic Study     

Jigna Nawani  Lena Kotzebue  Julia Rixius  Michael Graml  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1431-1451

This study investigated the effects of teachers’ use of focus questions on students’ knowledge structures and classroom teaching-learning process by re-analyzing selected data from a quasi-experimental pre-post video study (Wadouh, 2007). Focus questions are content-related anchoring questions highlighting the key content taught in individual lessons (Forbes & Davis, 2010). In Wadouh’ study, students answered a knowledge test before and after the lesson on “blood and the circulatory system” and one lesson per teacher was videotaped to investigate teaching practices in grade 9 biology classrooms. Students also completed a post-unit concept mapping exercise and a motivation-interest questionnaire. In this study, 30 lesson videos selected from 47 were re-analyzed for teachers’ use of focus questions—no focus questions, non-specific or simple focus questions, and specific and challenging focus questions. Individual students’ scores in the concept mapping exercise were aggregated as students’ topic-related knowledge structure. Multilevel analyses revealed a significant positive effect of teachers’ use of specific and challenging focus questions on students’ topic-related knowledge structure. Furthermore, a comparative case analysis of the classroom teaching-learning process was conducted in four lessons where teachers used specific and challenging focus questions in two of the lessons and non-specific or simple focus questions in the other two lessons. The findings indicate that specific and challenging focus questions anchored lessons on students’ co-construction of scientific explanations by activating their pre-instructional ideas, whereas non-specific or simple focus questions anchored lessons on their accumulation of canonical scientific knowledge. This study’s limitations and implications for teacher education reform are discussed.  相似文献