On the Limitations of Thought Experiments in Physics and the Consequences for Physics Education     

Reiner  Miriam  Burko  Lior M. 《Science & Education》2003,12(4):365-385

Thought experiments (TEs) play a central role in physics. Wesuggest that erroneous TEs may be as important as correct TEs,and that both have a special role in an ongoing process ofconceptual refinement for physicists and for naive physicslearners. We analyze TEs related to stellar evolution andgeneral relativity made by Schwarzschild, Eddington, Landau,and Einstein. We identify the stages at which crucial errorsare done in these TEs, and the cognitive processes which leadto these errors. We argue that necessary conditions for asuccessful TE (i.e., a TE which leads to correct conclusions)are self-consistency and comprehensiveness of the relevantpicture of the world. We show that the TEs by expert physicistsand TEs by students are similar on a metacognitive level, butdifferent in details. Students' erroneous reasoning occur inall stages of a TE, whereas physicists usually make errors inthe first two stages of TEs. Then we bring evidence that Tesare more prone to errors than laboratory experiments. Next wediscuss the implications for naive physics learners, and makesuggestion for using TEs in physics education.  相似文献   

The ‘What is a system’ reflection interview as a knowledge integration activity for high school students’ understanding of complex systems in human biology     

Jaklin Tripto  Zohar Snapir  Miriam Amit 《International Journal of Science Education》2016,38(4):564-595

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Policies,principals and parents: multilevel challenges and supports in teaching sexuality education     

Marla E. Eisenberg  Nikki Madsen  Jennifer A. Oliphant  Michael Resnick 《Sex education》2013,13(3):317-329

A teacher's capacity to provide sexuality education may be hampered or enhanced by a number of factors. A social–ecological framework can be used to understand these influences, and the present study assesses interpersonal, organisational/institutional and community/policy level influences on teaching sexuality education. Seven focus groups were conducted in 2009 with 41 sexuality education teachers in Minnesota; discussion focused on challenges and the supports teachers experienced. At the interpersonal level, teachers reported both positive and negative interactions with parents, regarding parents as highly influential on school administrators and policy. Teachers reported many organisational level challenges, including their administrators, district policy, and structural factors such as time, financial resources, and diversity in the student body. At the community level, participants overwhelmingly felt that policy changes could be very beneficial to sexuality education in Minnesota, and believed that this support could come from all levels. Findings suggest numerous intervention points to reduce challenges and strengthen supports for teachers, and indicate that a multi-level approach is needed to increase teachers' ability to deliver sexuality education that meets their students' needs and is less onerous for the educator.  相似文献   

Audience orientations toward new media     

Miriam J. Metzger  Andrew J. Flanagin 《Communication Research Reports》2013,30(4):338-351

The proliferation of new communication technologies over the last 2 decades has increased opportunities for audience activity by offering more choices and greater control aver the communication process for media consumers. However, extant research on the degree of user activity with new media portrays conflicting views of audience members as more active or more passive. This study attempts to sort out this issue by exploring audience activity levels among users of new and traditional media, as indicated by instrumental or ritualized orientations toward media use. Results indicate that new communication technologies are motivated by both instrumental and ritualized motives, but are used more instrumentally than traditional channels, particularly among older users.  相似文献   

No Half Measures: Overcoming Common Challenges to Doing Digital Humanities in the Library     

Miriam Posner 《图书馆管理杂志》2013,53(1):43-52

ABSTRACT

While much work on libraries and digital humanities has focused on how to train and encourage individual librarians, we have not paid enough attention to the administrative and institutional factors required to help these professionals succeed. This article outlines some common sources of frustration for library professionals engaged in digital humanities work and offers sketches of some library-based digital humanities programs that are working to address these challenges.  相似文献   

Looking back: reasoning and metacognition with narrative texts     

Bridget A. Franks  David J. Therriault  Miriam I. Buhr  Evelyn S. Chiang  Claire M. Gonzalez  Heekyung K. Kwon  Jenni L. Schelble  Xuesong Wang 《Metacognition and Learning》2013,8(2):145-171

This study explored the abilities of 5th, 8th, and 10th graders, and College students to reason logically about what they read. Both students’ metacognitive behavior (looking back at previously read text) and their performance on logical deduction questions were recorded and analyzed in a reading task. Conditional logic premises and deductive questions were embedded in three narratives containing premise information that was factual (True Story), contrary to fact (False Story), or unverifiable via common world knowledge (Neutral Story). The texts and questions were presented one sentence at a time on a computer screen; participants controlled the presentation of sentences. For answering the questions, three response tasks were devised. One task (labeled Generate) required readers to generate their own logical conclusions in response to deduction questions. Two tasks (labeled Valid and Invalid) required readers to evaluate logically valid or logically invalid conclusions drawn by story characters in the texts. Students in early and late adolescence looked back more when asked to evaluate logical conclusions than when asked to generate conclusions on their own; College students’ lookback frequencies were not significantly affected by response task, but were greater overall than those of younger students. With conditional forms requiring an uncertainty response (Affirmed Consequent and Denied Antecedent), readers looked back more when evaluating logically invalid conclusions than when evaluating logically valid ones. Readers of all ages were more likely to agree with story characters’ (valid) uncertain conclusions with the AC and DA forms than they were to disagree with story characters’ (invalid) certain conclusions to these forms. Both lookback frequency and performance on logic questions were lowest when readers were required to reason from contrary to fact premises.  相似文献   

Ladies,Girls and Mothers: Defining Jewish Womanhood at the Settlement House     

Miriam Heller Stern 《Journal of Jewish Education》2013,79(2):22-34

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“Method is Education:” Making Informal Education Social and Substantive     

Miriam Heller Stern 《Journal of Jewish Education》2013,79(2):141-142

This article examines 10 textbooks used in Jewish religion classes in Russian high schools in the final decades of the 19th century. The textbooks reveal an expectation of a low level of Hebrew background, an interest in promoting the practice of prayer, and two distinct approaches to teaching Judaism. While some of the books introduce students to their religion through Biblical or later Jewish history, others present the religion as a systematic set of beliefs and practices. Although it is difficult to ascertain exactly how the books were utilized in classrooms, they certainly provide a sense of the priorities of a group of educators, as well as of the relative freedom they had in defining Judaism for the next generation.  相似文献   

Stress, Sport und Beschwerdewahrnehmung     

Miriam Reiner MA  Christina Niermann  Fabian Krapf  Alexander Woll 《Sportwissenschaft》2013,43(4):264-275

Sport and physical activity are attributed with a positive influence on stress induced complaints due to their overall positive effect on health. The buffering effect on stress has not yet been clearly shown and the findings are inhomogeneous. The following article examines the buffering effect of sport and physical activity on different types of psychological and physical complaints. Therefore, a study was conducted questioning 453 people (M?=?53.56 years; SD?=?11.31) about chronic stress (Perceived Stress Scale), physical complaints (Gießener Beschwerdebogen) and their subjective physical activities (Energy consumption through physical activity – e.g. Soccer or Jogging) and energy consumption – daily bike and walking activity). A buffering effect on nearly all types of complaints could be shown through physical activity, but not through lifestyle activities. Physical activity acts complaint reducing on people suffering from increased stress. A more differentiated examination of the physical activity behaviour, the stress perception and the type of complaints might contribute to clearer findings.  相似文献   

From policy to practice: applying educational change in Israeli schools for students at high academic risk     

Miriam Alfassi 《欧洲特需教育杂志》2013,28(2):255-266

This short report identifies the academic and environmental experiences that support the reclaiming of students at high academic risk and describes an applicable school‐wide programme emanating from the call for educational change in Israel. The proposed structured academic programme demonstrates how schools can achieve broad student knowledge and set high performance standards while accommodating diverse student needs. As such, the programme provides school practitioners with intervention targets that promote school engagement and higher school performance. In addition, the report provides illustrative examples of the implemented programme within schools for students at high academic risk in Israel. It is argued that a movement towards an adaptive model of schooling as portrayed within the structured academic programme may prove to be effective in academically engaging students at academic risk, thus providing all students with democratic possibilities for learning and knowing.  相似文献