Relationships among gender,age, and intellectual development     

Lilian De Hernandez  Edmund A. Marek  John W. Renner 《科学教学研究杂志》1984,21(4):365-375

The purpose of this study was to investigate the relationships among gender, age, and intellectual development. Random samples of 70 females and 70 males were selected with each sex group equally divided into a low-age and a high-age group. The low-age group ranged in age from 16.25 years to 16.75 years and the high-age group from 16.76 years to 17.25 years. The Piaget tasks selected to measure cognitive development were: Conservation of Volume, Separation of Variables, and Equilibrium in the Balance and Combination of Colorless Chemical Liquids. Data from this research produced these findings: (1) males demonstrate a higher level of intellectual development than females, (2) males mature intellectually earlier than females, (3) the value of the conservation of volume task as a component of a battery of formal tasks depends upon whether the decisions are to be made on the basis of the total-task results or on individual task performance, and (4) there appear to be factors other than age and gender that are related to the development of formal operational reasoning. These investigators hypothesize that experiences is another important factor.  相似文献   

Academe in transition: Transformations in the Polish academic profession     

Marek Kwiek 《Higher Education》2003,45(4):455-476

The period since 1989 has been an extremely dynamic one in Polish highereducation. New opportunities have opened up for the academic community,along with new challenges. Suddenly, the academic profession has arrivedat a stage that combines far-reaching autonomy with rather uncertainindividual career prospects. In recent years, a number of new laws havebeen proposed that were intended to change the whole structure ofrecruitment, promotions, remuneration, working conditions, andappointments of academic faculty. All this has occurred admidst thestrains and tensions resulting from changes in the broader society. Thesudden passage from the more or less elite higher education system tomass higher education with a strong and dynamic private sector hastransformed the situation of the academic community beyond allrecognition. The transition has resulted in a new set of values andchanges in position, tasks, and roles for academe in society. Today,the future of the Polish academic profession remains undetermined. Thepositive changes were accompanied by the chronic underfunding of publichigher education. Polish academics have learned to accommodatethemselves to the permanent state of uncertainty in which they areforced to operate. The present paper analyzes the current situation fromthe perspective of global changes affecting the academic profession.  相似文献   

Understandings and misconceptions of biology concepts held by students attending small high schools and students attending large high schools     

William D. Simpson  Edmund A. Marek 《科学教学研究杂志》1988,25(5):361-374

Do students from small high schools show fewer understandings and more misconceptions of biology concepts than students attending large high schools? Fifty students attending large high schools (enrollments exceeding 900 students) and fifty students attending small high schools (enrollments less than 150 students) were randomly selected and than evaluated on their understandings and misunderstandings of four biology concepts: diffusion, homeostasis, food production in plants, and classification of animals and plants. Students attending small high schools showed less instances of understanding and more instances of misunderstanding the concepts of diffusion and homeostasis. These differences could be related to a higher percentage of students in large schools capable of formal operations; sound understanding of diffusion and homeostasis required students to use formal operations. No difference was observed between the large and small school samples for the concepts of food production in plants and classification of plants and animals. Students in the small school sample lived in agricultural communities and their daily experiences allowed them to develop some understanding of food production in plants and prevented instances of misunderstandings from being developed. Classification of animals and plants required concrete operations to understand; therefore, students in small schools were capable of developing sound understanding as well as students from large schools.  相似文献   

Asking for Numbers and Quantities: Visual Design Effects in Paper&Pencil Surveys     

Fuchs  Marek 《Int. Journal of Public Opinion Research》2009,21(1):65-84

When reporting frequencies and quantities in self-administeredsurveys using open-ended questions, respondents make use ofestimation strategies in order to provide a reasonable response.Accordingly, respondents do not only report pure numbers usingdigits, instead they extend their response to alphanumeric informationand explicit estimates (e.g. "about 10–20 cigarettes perday"). Such responses are not only of reduced quality, but theyalso require a lot of editing and cleaning in the post-fieldphase of a survey. While previous methodological work on frequencyquestions has focused on question wording, reference periodsand other text elements that have traditionally been consideredsignificant for high quality frequency responses, in this articlewe test the impact of various graphical characteristics of theresponse field in order to reduce the number of alphanumericelaborations and explicit estimates. The field-experimentalstudies reported are based on the assumption that respondentsinterpret formal characteristics of frequency questions as meaningfulinformation throughout the question answer process. The findingsreported will help survey designers reduce the proportion ofestimated responses. Received for publication October 24, 2007. Accepted for publication August 12, 2008.  相似文献   

Prediction in economics     

Marek Hudik 《Metascience》2017,26(1):71-74

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Research report     

Ann Cavallo  Jack C. McNeely  Edmund A. Marek 《International Journal of Science Education》2013,35(5):583-603

We examined ninth-grade students' explanations of chemical reactions using two forms of an open-ended essay question during a learning cycle. One form provided students with key terms to be used as 'anchors' upon which to base their essay, whereas the second form did not. The essays were administered at three points: pre-learning cycle, post-concept application, and after additional concept application activities. Students' explanations were qualitatively examined and grouped according to common patterns representing their understandings or misunderstandings. Findings indicated that more misunderstandings were elicited by the use of key terms as compared to the non-use of key terms in the pre-test. Misunderstandings in the key term essay responses generally involved the misuse of these terms and their association with the concept. Findings also indicated significant positive shifts in students' understanding over the learning cycle. No perceptible increase in understanding occurred after additional application activities. Differences in gender were observed, with females showing equal or greater understanding compared to males, contradicting reports that males typically outperform females in the physical sciences and supporting the need to reconstruct assessment techniques to better reveal the conceptual understandings of all students.  相似文献   

Successful papers: A new idea in evaluation of scientific output     

Marek Kosmulski 《Journal of Informetrics》2011,5(3):481-485

A paper which has received more citations than the number of references in that paper is called a successful paper (SP). The assessment based on the number of SP produces comparable scores for scientists working in different disciplines of science, and in different countries.  相似文献   

Non-university sector of higher education closer to the labour market: the Polish experience     

Bohdan MacUkow  Marek Witkowski 《European Journal of Engineering Education》2001,26(3):241-246

Higher education in many countries has been influenced by major factors of change due to globalization and reinforced by the development of internationalization, competition, new and different social demands, strategic importance of higher education as a business, etc. As a result of a tremendous growth in the number of students, higher education is moving towards 'mass studies'; in many cases, this is not coupled with proportional increases in expenditure on education, thus lowering the quality of education. Many countries are trying to solve this problem by developing two sectors of higher education, which may be called 'university sector' and 'vocational/non-university sector'. While the mission of the university sector is to educate intellectual élites, higher vocational education schools should, in principle, offer mass education at the undergraduate/first-stage level. Both types of higher education institutions are needed, and thus one could not speak of any subordination of one sector to another. In 1997 the Polish Parliament passed the Act on Vocational Higher Schools. The Act served as the basis for the establishment of the Accreditation Commission for Vocational Higher Schools, which has the task of laying down educational standards and defined conditions which should be met in order to establish and provide courses in specific vocational specialization as well as staff requirements for such specialization. Furthermore, standards were introduced for teaching facilities and curriculum contents. During the 3 years since the introduction of the Act, 16 public higher vocational education schools and 44 non-public higher vocational schools have been established.  相似文献   

A cross-age study of student understanding of the concept of homeostasis     

Susan L. Westbrook  Edmund A. Marek 《科学教学研究杂志》1992,29(1):51-61

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Genre Groups in Knowledge Organization     

Marek Nahotko 《Cataloging & classification quarterly》2016,54(8):553-582

The article is an introduction to the development of Andersen's concept of textual tools used in knowledge organization (KO) in light of the theory of genres and activity systems. In particular, the question is based on the concepts of genre connectivity and genre group, in addition to previously established concepts such as genre hierarchy, set, system, and repertoire. Five genre groups used in KO are described. The analysis of groups, systems, and selected genres used in KO is provided, based on the method proposed by Yates and Orlikowski. The aim is to show the genre system as a part of the activity system, and thus as a framework for KO.  相似文献