Science and Mathematics Literacy: PISA for Better School Education     

Hsiao Ching She  Kaye Stacey  William H. Schmidt 《International Journal of Science and Mathematics Education》2018,16(1):1-21

In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students’ scientific explanations, but these programs ignored how scientific explanation applications can support teacher practices. Thus, to increase our knowledge about using mobile devices in education, this study aims to portray the synergy with an emphasis on a teacher’s practices when using mobile devices in 2 different units (water quality and plants). Synergy can be thought of as various scaffolds (scaffolds in the mobile application and the teacher support) working together to enable students to support creating explanations when using the mobile application. The findings of this study showed that the decrease in the teacher’s support for claims did not affect the quality of the students’ claims. On the other hand, the quality of students’ reasoning was linked with the teacher’s practices. This suggests that when supporting students’ explanations, focusing on components that students find challenging would benefit students’ construction of explanations. To achieve synergy in this process, the collaboration between teacher’s practices, professional development days, and scaffolds designed to support the teacher played a crucial role in aiding students in creating explanations.  相似文献   

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy     

Hsiao-Ching She  Huann-shyang Lin  Li-Yu Huang 《科学教学研究杂志》2019,56(10):1309-1340

The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer-based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self-efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher-directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry-based science teaching and learning practice, and science self-efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high- versus low-performing were epistemic beliefs about science, learning time, self-efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non-resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy.  相似文献   

英汉委婉语的文化根源与社会语用功能     

佘烁娜  肖炜 《鸡西大学学报》2011,(11):82-84

在交流交往中,有一些词语会令人难堪,让人感到轻浮、粗俗。为了减轻某些词语对人们感情的伤害并能使听话人感觉舒服,就产生了委婉语,语言都是产生在一定的文化背景之下的,具有各种各样的社会语用功能。主要从英汉委婉语的文化根源和社会语用功能进行阐述,希望通过系统的分析,能帮助双语学习者能更好的掌握和应用这两种语言。  相似文献   

软件开发人员认知风格评测系统开发     

邓锐  佘维  汤旭蓉  赵莉  彭顺生 《中国教育技术装备》2012,(15):100-102

以赖丁的研究为基础,选择C#进行编程,开发CSA,主要用于测试软件开发人员的认知风格。本系统主要完成4个主模块,即被试信息管理、试题项目管理、四个子测评和统计分析。  相似文献   

东汉时期婚姻的几个特点     

何代兵  佘沛章 《桂林师范高等专科学校学报》2014,28(4):109-111

东汉时期的婚姻具有鲜明的时代特点,首先是结婚要遵循父母之命和讲求门当户对,这反映了东汉时期长者在家庭生活中的主导权以及社会门第等级观念的流行;其次是离婚和女子再嫁相对自由,同时社会生活中出现的烈女行为也被大力提倡和颂扬,既反映了东汉社会比较开明的婚姻观念,也说明了婚姻礼法制度的逐步严密;最后统治阶层忽视基本的伦理纲常,婚姻关系比较混乱,这种关系应当是建立在特定的政治利益基础之上的.  相似文献   

李清照《武陵春》与西林春《水调歌头》之比较     

佘军  马婧伟 《桂林师范高等专科学校学报》2014,(3):96-98

李清照的《武陵春》与西林春的《水调歌头》都是对亡夫以及过往岁月的怀念之作。二词相似性的主题是二人相似性命运的反映,她们都经历过婚姻的美满与破灭、山河沦落的动荡、独自生活的艰难。特别是"婚姻"的不幸对二位词人的人生、诗词创作具有重要的影响。  相似文献   

Visual C++中MFCODBC编程技术     

佘凤 《黄冈职业技术学院学报》2006,8(3):90-92

ODBC(Open Database Connectivity,开放式数据库连接),是一种用来在数据库管理系统(DBMS)中存取数据的标准应用程序接口(API)。本文论述了MFC对ODBC数据库编程的支持,并讨论用Visual C++开发ODBC应用程序的编程方法。然后结合ODBC应用程序实例说明编程的实现过程。  相似文献   

Epilogue for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments     

Ying-Shao Hsu  Paola Iannone  Hsiao-Ching She  Allyson F. Hadwin  Larry D. Yore 《International Journal of Science and Mathematics Education》2016,14(2):335-344

  相似文献   

法学公共课程与专业课程教学方法比较运用     

佘艺颖 《海南广播电视大学学报》2005,6(4):45-46,54

案例教学法、讨论教学法、情境教学法以及模拟法庭教学法都可以适用于法学公共课程与专业堡华教掌，但根据教学目的差异，学生专业特点的区别，每种教学法在组织实施中应区别运用：教师在教学过程中即使是相同的教学内容，也应根据不同专业学生特点选择不同的教学方法。  相似文献   

Facilitating Changes in Ninth Grade Students’ Understanding of Dissolution and Diffusion through DSLM Instruction   总被引：1，自引：0，他引：1  

Hsiao-Ching She 《Research in Science Education》2004,34(4):503-525

This study examines the nature and process of ninth grade students conceptual change regarding their mental model of dissolution and diffusion as a result of instructions using the Dual Situated Learning Model (DSLM). The dual situated learning events of this model are designed according to the students ontological viewpoint of the science concepts as well as the nature of these concepts. Moreover, these events serve two functions by creating dissonance with the pre-existing knowledge and providing new schema for constructing a more scientific view of the concept. The concepts of dissolution and diffusion were chosen to examine students conceptual change process because they involve the understanding of both invisible and process attributes. Results indicate that about 76%–90% of the students successfully underwent a change in their understanding of the concepts of dissolution and diffusion after instruction using dual situated learning events. Moreover, about 75% of the students successfully applied their previous mental sets into the challenging situated learning event. This current study demonstrates that DSLM indeed facilitates the processes of conceptual change and knowledge acquisition involving concepts of dissolution and diffusion, clarifying the nature of conceptual change involving science concepts of both an invisible and a process nature.  相似文献