Young Children's Comprehension of Pretend Episodes: The Integration of Successive Actions   总被引：3，自引：0，他引：3  

Paul L. Harris  Robert D. Kavanaugh  Melina C. Meredith 《Child development》1994,65(1):16-30

In 3 experiments, children's comprehension of successive pretend actions was examined. In Experiment 1, children (25–38 months) watched 2 linked actions (e.g., a puppet poured pretend cereal or powder into a bowl, and then pretended to feed the contents of the bowl to a toy animal). Children realized that the pretend substance was incorporated into the second action. In Experiment 2, children (24–39 months) again watched 2 linked actions (e.g., a puppet poured pretend milk or powder into a container, and then pretended to tip the contents of the container over a toy animal). They realized that the animal would become "milky" or "powdery." In Experiment 3, children (25–36 months) drew similar conclusions regarding a substitute rather than an imaginary entity. The results are discussed with reference to children's causal understanding, their capacity for talking about objects and events in terms of their make-believe and real status, and the processes underlying pretense comprehension.  相似文献   

Learning to teach science in urban schools by becoming a researcher of one’s own beginning practice     

Melina Furman  Angela Calabrese Barton  Ben Muir 《Cultural Studies of Science Education》2012,7(1):153-174

An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice.  相似文献   

Groupitizing reflects conceptual developments in math cognition and inequities in math achievement from childhood through adolescence     

Mathieu Guillaume  Ethan Roy  Amandine Van Rinsveld  Gillian S. Starkey  Project iLead Consortium  Melina R. Uncapher  Bruce D. McCandliss 《Child development》2023,94(2):335-347

Understanding the cognitive processes central to mathematical development is crucial to addressing systemic inequities in math achievement. We investigate the “Groupitizing” ability in 1209 third to eighth graders (mean age at first timepoint = 10.48, 586 girls, 39.16% Asian, 28.88% Hispanic/Latino, 18.51% White), a process that captures the ability to use grouping cues to access the exact value of a set. Groupitizing improves each year from late childhood to early adolescence (d = 3.29), is a central predictor of math achievement (beta weight = .30), is linked to conceptual processes in mathematics (minimum d = 0.69), and helps explain the dynamic between the ongoing development of non-symbolic number concepts, systemic educational inequities in school associated with SES, and mathematics achievement (minimum beta weight = .11) in ways that explicit symbolic measures may miss.  相似文献   

Descriptive inquiry: cultivating practical wisdom with teachers     

Cara Furman 《Teachers and Teaching》2018,24(5):559-570

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‘Yo antes no reciclaba y esto me cambio por completo la consiencia’: intercultural citizenship education in the English classroom     

Melina Porto 《Education 3-13》2018,46(3):317-334

This article describes a telecollaboration project about the environment in the primary English as a foreign language classroom carried out in 2013/2014 between Argentina and Denmark. It combines English language teaching with intercultural citizenship education and forms part of a network of projects in Europe, the US and East Asia. This is the only one set in the primary school context and in Latin America. After some preparatory work, the Argentinian and Danish children met online through Skype, using English, Spanish and Danish, to design a collaborative poster to raise awareness of the importance of taking care of the environment. Conversational and documentary data were collected and analysed qualitatively, in this case focusing on the Argentinian perspective. With a critical literacy conceptualisation, the project demonstrates growth in self/intercultural awareness, criticality and social justice responsibility, and the emergence of a sense of community of transnational peers amongst the children involved.  相似文献   

Science Teacher Education in South America: The Case of Argentina,Colombia and Chile     

Hernán Cofré  Corina González-Weil  Claudia Vergara  David Santibáñez  Germán Ahumada  Melina Furman  María E. Podesta  Johanna Camacho  Rómulo Gallego  Royman Pérez 《Journal of Science Teacher Education》2015,26(1):45-63

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Tablets as an educational tool for enhancing preschool science     

Melina Furman  Susan De Angelis  Enzo Dominguez Prost  Inés Taylor 《International Journal of Early Years Education》2019,27(1):6-19

Information communication technologies (ICT) is increasingly being introduced in the preschool level, but questions have been raised regarding its potential to develop content knowledge or specific skills. This quasi-experimental study looked into the impact that hand-held tablets can have on science learning outcomes in five-year-olds. Four classes from two preschool institutions in Buenos Aires, Argentina, were selected for a six-week intervention. All four classes received training and an inquiry-based science teaching sequence, with one group from each institution also receiving tablets and specific guidance on how to incorporate them into their science lessons. Post-intervention test results showed significant improvements in science outcomes for all students, but no significant difference between the tablet-enhanced classrooms and those taught without ICT. Challenges and opportunities are discussed with regard to including tablets for teaching science at the preschool level.  相似文献   

Rehabilitation of socially withdrawn preschool children through mixed-age and same-age socialization     

W Furman  D F Rahe  W W Hartup 《Child development》1979,50(4):915-922

24 socially withdrawn preschool children were located through classroom observations and assigned to 3 conditions: (a) socialization with a younger child during 10 play sessions, (b) socialization with an age mate during a similar series of sessions, and (c) no treatment. The socialization sessions, particularly those with a younger partner, were found to increase the sociability of the withdrawn children in their classrooms. Significant increases occurred mainly in the rate with which positive social reinforcement was emitted. Generally, the results support a leadership deficit theory of social isolation. Possible mechanisms responsible for the observed changes are discussed.  相似文献   

The development of speech act comprehension in mentally retarded individuals and nonretarded children     

L Abbeduto  B Davies  L Furman 《Child development》1988,59(6):1460-1472

Understanding the speech act(s) a sentence conveys requires that a listener follow conversational rules and use clues provided by the sentence and the context in which it is spoken. To trace the development of speech act comprehension in mentally retarded and nonretarded school age children, we examined their responses to sentences such as Would you open the telephone book? and Could you roll the shoebox? These sentences can be intended as questions or as directives. Nonretarded adults follow the "answer obviousness" rule and interpret a sentence of this type as a question if the answer to the question is nonobvious to the speaker, but as a directive if the question has an obvious answer. We manipulated answer obviousness by varying both the context and linguistic properties of the interrogative. Retarded and nonretarded individuals at the nonverbal MAs of 5, 7, and 9 years were studied. Retarded and nonretarded individuals at all MAs followed the answer obviousness rule and used the contextual and linguistic clues available. There were only minor differences between MA-matched retarded and nonretarded subjects despite the fact that the retarded subjects had serious deficits in receptive linguistic competence. The implications for understanding the development of comprehension in retarded persons and for understanding the relations among language, cognition, and communication in general are considered.  相似文献   

Sixteen myths about online teaching and learning in higher education: Don’t believe everything you hear     

Qing Li  Melina Akins 《TechTrends》2004,49(4):51-60

Conclusion Quality education through online learning depends on clarity of goals, sound e-pedagogy, committed and dedicated learners and instructors, excellent support from administrators and staff and opportunities to practice application of new knowledge and skills. It also depends on a reasoned view of online learning — not subscribing to myths without questioning them. In the cases where the myths contain elements of truth, we must seek methods to overcome limitations of a medium that offers great potential for the present and the future  相似文献