Education Inequality In Slovakia: The Effects Of Early Selection     

Olga Zelmanova  Paulina Korsnakova  Lucia Tramonte  J. Douglas Willms 《Prospects》2006,36(4):529-538

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Integrative assessment of Evolutionary theory acceptance and knowledge levels of Biology undergraduate students from a Brazilian university     

Gustavo Medina Tavares  Vera Lucia Bobrowski 《International Journal of Science Education》2018,40(4):442-458

The integrative role that Evolutionary theory plays within Biology is recognised by most scientific authors, as well as in governmental education policies, including Brazilian policies. However, teaching and learning evolution seems problematic in many countries, and Brazil is among those. Many factors may affect teachers’ and students’ perceptions towards evolution, and studies can help to reveal those factors. We used a conceptual questionnaire, the Measure of Acceptance of the Theory of Evolution (MATE) instrument, and a Knowledge test to assess (1) the level of acceptance and understanding of 23 undergraduate Biology students nearing the end of their course, (2) other factors that could affect these levels, including course structure, and (3) the most difficult topics regarding evolutionary biology. The results of this study showed that the students, on average, had a ‘Very High Acceptance’ (89.91) and a ‘Very Low Knowledge’ (59.42%) of Evolutionary theory, and also indicated a moderate positive correlation between the two (r?=?0.66, p?=?.001). The most difficult topics were related to the definition of evolution and dating techniques. We believe that the present study provides evidence for policymakers to reformulate current school and university curricula in order to improve the teachers’ acceptance and understanding of evolution and other biological concepts, consequently, helping students reduce their misconceptions related to evolutionary biology.  相似文献   

The role of collaboration in a comprehensive programme design process in inclusive education     

Lucia Zundans-Fraser  Alan Bain 《International Journal of Inclusive Education》2016,20(2):136-148

This study focused on the role of collaboration in a comprehensive programme design process in inclusive education. The participants were six members of an inclusive education team and an educational designer who together comprised the design team. The study examined whether collaboration was evident in the practice of programme design and associated institutional processes. This was determined through an examination of institutional documents and reflections on collaborative practice provided by design team members in semi-structured interviews about their experiences. The study found that designing the programme collaboratively was more time intensive and at times challenging but ultimately produced a more coherent programme with transparent design, structure and content for students and teachers.  相似文献   

The effective use of student time: a stochastic frontier production function case study     

Peter Dolton  Oscar D. Marcenaro  Lucia Navarro 《Economics of Education Review》2003,22(6):547-560

The relationship between student study time allocation and examination performance is little understood. We model the allocation of student time into formal study (lectures and classes) and self study and its relationship to university examination scores using a stochastic frontier production function. This case study uses unique time budget data and detailed personal records from one university in Spain. The results suggest that, within the formal system of teaching in Spain, both formal study and self study are significant determinants of exam scores but that the former may be up to four times more important than the latter. We also find that self study time may be insignificant if ability bias is corrected for.  相似文献   

Divergent Thinking in Italian Students with and Without Reading Impairments     

Lucia Bigozzi  Giuliana Pinto  Renato Donfrancesco 《International Journal of Disability, Development & Education》2016,63(4):450-466

Several studies have explored the relationship between dyslexia and creativity, but results have been rather mixed. This study examines whether Italian dyslexic children are more creative than their peers without a reading impairment. One hundred ninety Italian children aged between 9 and 13 participated in this study, divided into two groups: Ninety five dyslexic students and ninety five peers without a reading impairment. All the participants’ creativity skills were assessed. The results indicated that dyslexic children outperformed their peers in the total score, and in the originality, elaboration, and titles sub-scores, whereas no differences were found in the fluency and flexibility sub-scores. The results are discussed in relation to the practical implications, and provide indications for supportive learning environments.  相似文献   

IAP Statement on the teaching of evolution     

Lucia Prinou  Lia Halkia  Constantine Skordoulis 《Resonance》2006,11(11):93-95

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Microscopic Analysis of Wall Painting Techniques: Laboratory Replicas and Romanesque Case Studies in Southern Switzerland     

Lucia Regazzoni  Danilo Biondelli  Jacopo Gilardi 《文物保护研究》2018,63(6):326-341

The identification of painting techniques is an important aspect of any research related to historical, artistic, and conservation issues in the field of wall paintings conservation. There are a variety of different methodological approaches that can be used to identify wall painting techniques. In this study, the application of optical (PLM) and electron (SEM-EDX) microscopy was explored as they are complementary analytical techniques commonly used for micro-stratigraphic analysis of painted surfaces. Five replicas were prepared according to the technical procedures reported in medieval historical treatises, and the pigment was applied at different time intervals in order to monitor the modifications at the interface between the ground and pictorial layer. The comparison of data from the replicas with samples from Romanesque wall paintings in churches in Southern Switzerland and Northern Lombardy (Italy) allowed for an evaluation of the reliability of the proposed methodology and for the interpretation of the painting techniques.  相似文献   

Mothering matters: Maternal style predicts puppies’ future performance     

Lucia Lazarowski  Jeffrey S. Katz 《Learning & behavior》2018,46(4):327-328

Bray et al. (2017, Proceedings of the National Academy of Sciences, 113(32), 9128–9133) recently showed that maternal interactions between service dog mothers and their puppies were predictive of puppies’ future success as a candidate service dog. These findings prompt questions into the role of genetics and early experiences and may provide useful selection tools for working dog breeding programs.  相似文献   

Discussing education by means of metaphors     

Alex Guilherme  Ana Lucia Souza de Freitas 《Educational Philosophy and Theory》2018,50(10):947-956

Abstract

Metaphors help us understand a concept by resorting to the imaginary because it is sometimes difficult to do so through the use of words alone. Thinkers have made use of metaphors to not only describe ‘falling in love’, ‘the pain of losing someone dear to us’, but also to describe particular concepts both in arts and sciences. In fact, the use of metaphors in some disciplines, particularly the sciences, is now regarded as something essential for the development of the field. We note that influential philosophers of education, such as Martin Buber, Paulo Freire, Michael Apple, Gert Biesta and Ilan Gur-Ze’ev have also made use of metaphors to discuss education and specific issues in educational contexts. In this article, we do two things: (i) we discuss the methodological importance of metaphors in helping us make better sense of concepts and particular problems; (ii) building on this methodological discussion, we critically discuss the problems posed by the current processes of ‘marketisation’ and ‘learnification’ in education. We conclude by arguing that metaphors do not provide us with ultimate answers to the problems we face; rather, they help us unveil a diversity of novel perspectives and a world of new possibilities.  相似文献   

Cognitive and metacognitive aspects in conceptual change by analogy   总被引：1，自引：0，他引：1  

Lucia Mason 《Instructional Science》1994,22(3):157-187

This study is a qualitative investigation on the teaching-learning by analogy of complex curriculum concepts in natural and relevant environments, such as classrooms, to improve the ecological validity of the research itself. It aimed at exploring whether students' successful use of analogy in learning science was related a) to the level of their understanding of a specific analogy and b) to their metacognitive awareness of how the analogy was to be used and of the changes produced in their own conceptual structures. During the implementation of a biological curriculum unit, sixty 5th graders were engaged in understanding the ways in which the new concepts (concerning the human circulatory system) were similar to a familiar source (the mail delivery system) by detecting all the relations between the two systems and mapping the relevant information from the source to the target. Learners' preexisting mental models have been taken into account in order to examine their conceptual growth and change via the analogy. Qualitative data are presented for the analysis of elicited and spontaneous analogical inferences, based on structural and semantic similarities, as well as of the identification of where the analogy breaks down. Moreover, qualitative data also concern children's metacognitive awareness of the meaning and the purpose of the analogy, and their personal use of the analogy in changing initial conceptions. As hypothesized, results showed a high correlation between level of conceptual understanding of the new science topic, level of understanding of the analogy itself, and the effective use of the analogy in integrating the new information into the pre-existing conceptual structures. Some implications on the use of analogy for conceptual change are considered from an educational standpoint.  相似文献