“But The Soldier’s Remains Were Gone”: Thought Experiments in Children’s Literature     

Lisa Sainsbury 《Children‘s Literature in Education》2017,48(2):152-168

In this article thought experiments are uncovered as key stimuli of philosophical potential in children’s literature and their presentation and function is examined in a selection of focal texts, including: Lewis Carroll’s Alice’s Adventures in Wonderland (1865) and Through the Looking-Glass (1871); Even the Parrot by Dorothy Sayers (1944); Nina Bawden’s Carrie’s War (1974); and A Game of Soldiers (1985) by Jan Needle. The thought experiment is a device common to science and philosophy and has been recognised as an heuristic tool in literature generally, but here children’s literature is drawn into the conversation, revealing that—as a dynamic mechanism of children’s narrative—thought experiments have a long-standing and particular role to play in books for young people. This paper connects with a recent turn in children’s literature discourse toward the conditions of power in books for young readers; it moves on the debate by demonstrating that the apparatus of thought experimentation places the implied child reader in a position of philosophical responsibility and forward thinking. Presenting thought experiments in different ways, formal properties of the thought experiment—such as conversational mode, double engagement and modal positioning—are identified and shown to open up a philosophical space of subsequence in children’s texts.  相似文献   

Caring Behavior in Children of Clinically Depressed and Well Mothers   总被引：2，自引：0，他引：2  

Marian Radke-Yarrow  Carolyn Zahn-Waxler  Dorothy T. Richardson  Amy Susman  Pedro Martinez 《Child development》1994,65(5):1405-1414

Young children's sensitivity and responsiveness to mothers' needs were investigated under conditions of high and low parenting risk (depressed and nondepressed mothers, SADS-L). Child characteristics of gender, affect, and impulse control problems and the mother-child attachment relationship were examined as they related to children's caring actions. Children's caring behavior was observed in an experimental situation in which their mothers simulated sadness and in a naturalistic setting. Attachment alone and child's problems alone were not predictors, and maternal diagnosis alone was not a strong predictor. Girls were significantly more caring than boys. Severe maternal depression was necessary to bring out high levels of responding in boys. Highest frequencies of caring were from children with severely depressed mothers, problems of affect regulation, and secure attachment. The importance of recognizing interacting influences and diverse underlying processes in the development of children's caring behavior is discussed.  相似文献   

Using Robotics to Motivate ‘Back Door’ Learning     

Marian Petre  Blaine Price 《Education and Information Technologies》2004,9(2):147-158

This paper suggests that robotics can provide a vehicle for guiding primary and secondary school children toward an effective understanding of programming and engineering principles. It observes that children find robotics stimulating and motivating, and that their interest in, and focus on, making the robot do what I want leads them via the back door to learn about programming and engineering in a way that is both well-grounded and generaliseable.These observations arise from empirical studies of children participating in robotics competitions: we conducted observations and interviews with all the participating teams at two robotics events (one regional, one international), and we followed one young robotics team in a case study. The children had almost all built their robots using LEGO MindStorms for specific competitions, with soccer, rescue and dance events. The children typically worked in teams, building robots as an extra-curricular activity supported by a teacher/mentor. The children came from a variety of educational and social backgrounds.The paper considers what makes robotics motivating to children, including children who are not considered technically oriented. It describes learning that has emerged from children's experiences in building and programming robots. It describes examples of children learning subjects that they previously considered difficult and inaccessible, in order to solve problems in robotics. It describes examples of children identifying and understanding principles, concepts, and elements of practice that are fundamental to programming and engineering. It describes further how secondary school students working in teams learned that this programming and engineering knowledge has a social context.  相似文献   

Factors in Decisions of Underrepresented Minorities to Forego Science and Engineering Doctoral Study: A Pilot Study     

Brazziel  Marian E.  Brazziel  William F. 《Journal of Science Education and Technology》2001,10(3):273-281

The research described here comprised a pilot study that attempted to identify the factors in decisions of highly capable students from underrepresented minority groups to forego study for science or engineering doctorates. Underrepresented students are defined as Blacks, Hispanics, and Indians. While these groups will soon comprise 30% or more of the population, they receive only 5% of the S & E (Science and Engineering) doctorates. The research was completed under NSF (National Science Foundation) grant no. REC 9908861. The research built on a previous NSF study (RED-9355867) that identified the most effective colleges and universities in the country in the preparation of Black, Hispanic, and Indian science and engineering students for study toward the PhD degree. One of the major concerns raised during the site visits to the top 10 institutions serving these groups was the loss of capable students to other careers. The study obtained information from minority graduates about factors impacting persistence to graduate studies in science and engineering and solicited suggestions for attracting more people like themselves to S & E doctoral study. Twelve underrepresented minority S & E graduates who decided to forego doctoral study in favor of other pursuits. Themes emerging from these conversations regarding reluctance to pursue advanced study included the following: concern for ability to finance such study; weaknesses in advisement practices and systems; lack of full knowledge, early on, about the rewards of doctoral employment; and concern about opportunities for employment after graduation. Suggestions proffered for attracting more underrepresented minorities to S & E doctoral study included the following: early socialization of youngsters into the world of science and its practice; expanded funding for scholarships and fellowships; expanded outreach by colleges and universities; expanded efforts by churches and community groups and deeper commitments by colleges and universities.  相似文献   

Muslim women and sport     

Joan Marian Fry 《Sport, Education and Society》2013,18(1):127-129

  相似文献   

Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations     

Camillia Matuk  Kayla DesPortes  Anna Amato  Ralph Vacca  Megan Silander  Peter J. Woods  Marian Tes 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1159-1178

  相似文献   

CONFINED QUEST FOR CONTINUITY: THE CATEGORICAL VERSUS CONTINUOUS NATURE OF ATTACHMENT     

Marinus H. van IJzendoorn  Marian J. Bakermans‐Kranenburg 《Monographs of the Society for Research in Child Development》2014,79(3):157-167

  相似文献   

Thinking aloud: children's interactions with text     

Marian Sainsbury 《Literacy》2003,37(3):131-135

This article describes a small‐scale exploratory study in which young children were taught to think aloud as they read, revealing some of their thought processes as they made sense of the text. The children spontaneously made predictions, adjusted their understanding, entered imaginatively into the characters' feelings and related their reading to events in their own experience. They had difficulty, though, in appreciating a surprise ending. The think‐aloud method proved fruitful for research purposes and could offer valuable insights to teachers.  相似文献   

Schedule-induced behavior in rats: Pellets versus powder     

Charles H. M. Beck  Thomas J. S. Huh  Dave G. Mumby  Marian E. Fundytus 《Learning & behavior》1989,17(1):49-62

Food-deprived rats develop polydipsia on an intermittent schedule (fixed time 60 sec) of food pellet delivery, but not on an identical schedule of food powder delivery. This result was demonstrated with separate groups receiving each type of food and was replicated using rats as their own controls. Powdered food not only prevented the development of polydipsia, but it abruptly terminated ongoing polydipsia in rats that were switched from the scheduled delivery of pellets to powder. Ethological analysis of the behavior showed that the rats receiving powder were not engaging excessively in some behavior other than drinking. After discounting several factors, we concluded that the amount of oral activity associated with feeding, which occurred immediately after food delivery, was reciprocally related to the level of drinking.  相似文献   

Assessment as a vehicle for learning: extending collaboration into testing     

Erica J. Sainsbury  Richard A. Walker 《Assessment & Evaluation in Higher Education》2008,33(2):103-117

Tertiary educators increasingly recognize the benefits for student learning of collaboration and group work; however, it is commonly perceived that examinations should be completed without the opportunity for interaction with other learners or use of relevant resources. An alternative approach is suggested in this article, based on the sociocultural concept that learning is a fundamentally social process, and on the notion of dynamic assessment (Magnusson et al. 1997 Magnusson, S.J., Templin, M. and Boyle, R.A. 1997. Dynamic science assessment: a new approach for investigating conceptual change. Journal of the Learning Sciences, 6: 91–142. [Taylor & Francis Online], [Web of Science ®] [Google Scholar]). The primary advantage of this approach is that students are given the opportunity to learn during the assessment, rather than simply being penalized for not knowing. Student feedback, both qualitative and quantitative, suggests that learning is significantly enhanced by this approach. Drawbacks include the possibilities of regressive collaboration and student ‘loafing’; however, these concerns can be addressed within the overall assessment context.  相似文献