Should Science be Taught in Early Childhood?     

Haim?EshachEmail author  Michael?N.?Fried 《Journal of Science Education and Technology》2005,14(3):315-336

This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school.  相似文献   

The elusive nature of whole system improvement in education     

Michael Fullan 《Journal of Educational Change》2016,17(4):539-544

Whole system improvement—where the vast majority of schools improve—is difficult to achieve. Some jurisdictions use what turns out to be ‘wrong’ policy drivers like testing and evaluation. Rather, success turns out to depend on changing the culture of schools and their relationship to the infrastructure of policies and regulation. I examined the six cases studies in the light of whole system change criteria. Two of the case studies, South Africa and India, represent limited but useful examples in that they focus on basic skills like literacy. A second set of two studies, Escuela Nueva and LCP in Mexico, represent strong examples of how bottom up strategies can spread to significant levels. The final two, Long Beach in the US and Ontario, are strong examples of how deep change can be accomplished by focusing on a few core priorities and then building a culture over a number of years to support and sustain the changes. The paper then draws conclusions about the conditions that will be required for large scale change to occur.  相似文献   

Mothers' Perspectives of the Peer-Related Social Development of Young Children with Developmental Delays and Communication Disorders     

Michael J. Guralnick  Robert T. Connor  Brian Neville  Mary A. Hammond 《Early education and development》2002,13(1):59-80

Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs.  相似文献   

Psychometric reevaluation of the Women in Science Scale (WiSS)     

Steven V. Owen  Mary Anne Toepperwein  Linda A. Pruski  Cheryl L. Blalock  Yan Liu  Carolyn E. Marshall  Michael J. Lichtenstein 《科学教学研究杂志》2007,44(10):1461-1478

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The Use of Reflective Journals to Stimulate Critical Thinking in the Academic Internship     

Michael L. Arter  Lacey N. Wallace  Thomas L. Shaffer 《Journal of Criminal Justice Education》2016,27(1):140-156

Reflective journals have been widely accepted throughout various educational disciplines for many years as a means of enhancing experiential learning practices. Reflective journals allow for students to gain a better understanding of a given experience and explore the levels of critical thinking as they work through the understanding and learning processes. Critical thinking involves the logical progression from mere knowledge and understanding to the highest levels of synthesis and evaluation. The immediate study presents findings of the analyses of a series of sequential reflective journals presented over the course of a semester-long internship experience. Findings indicate that reflective journals are shown to facilitate progression through the levels of critical thinking as identified in Bloom’s taxonomy and promote a higher level of understanding and application of theoretical concepts to practical experiential learning.  相似文献   

On the nature of the primacy effect in memory processing: A reply to Gaffan     

Anthony A. Wright  Hector C. Santiago  Stephen F. Sands 《Learning & behavior》1983,11(1):148-150

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The Role of Study Habits in Foreign Language Courses     

Phillip D. Bailey  Anthony J. Onwuegbuzie 《Assessment & Evaluation in Higher Education》2002,27(5):463-473

The purpose of this study was to determine which study habits distinguish successful from unsuccessful foreign language learners. Participants were 219 college students from a variety of disciplinary backgrounds, enrolled in either Spanish, French, German or Japanese classes. A canonical discriminant analysis (F [6, 117], p < 0.0001; canonical R = 0.92) revealed that, compared to their high-performing counterparts, students with the lowest levels of foreign language performance tended to report that: (a) they frequently include a lot of irrelevant or unimportant information in their notes; (b) when they have difficulty with their assignments, they do not seek help from their instructor; (c) they put their lecture notes away after taking the test and never consult them again; (d) they have to be in the mood before attempting to study; (e) they have a tendency to doodle or to daydream when they are trying to study; and (f) they do not look up in a dictionary the meanings of words that they do not understand. Implications are discussed.  相似文献   

Student,home, and school socio-demographic factors: links to school,home, and community arts participation     

Marianne?Mansour  Andrew?J.?MartinEmail authorView author&#;s OrcID profile  Michael?Anderson  Robyn?Gibson  Gregory?Arief?D.?Liem  David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

Visual illusions in the baboon (Papio anubis)     

Efraim Benhar  David Samuel 《Learning & behavior》1982,10(1):115-118

Two baboons were trained on oddity problems with sets of stimuli involving parallel lines. When stable discrimination performance had been established, occasional test trials were run with Zöllner illusion figures. Both animals appeared to have been deceived by the illusion.  相似文献   

Iv. Results: The Timing of Sound and Silence     

Joseph Jaffe  Beatrice Beebe  Stanley Feldstein  Cynthia L. Crown  & Michael D. Jasnow 《Monographs of the Society for Research in Child Development》2001,66(2):52-65

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