Supporting the Development of Culturally Relevant and Responsive Educators     

Beverly Falk 《The New Educator》2016,12(2):129-130

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LETTER TO THE EDITOR     

Ruma Falk 《Teaching Statistics》2009,31(3):84-84

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Reading Science Texts—Epistemology, Inquiry, Authenticity—A Rejoinder to Jonathan Osborne   总被引：1，自引：1，他引：0  

Stephen P. Norris  Hedda Falk  Marta Federico-Agraso  María Pilar Jiménez-Aleixandre  Linda M. Phillips  Anat Yarden 《Research in Science Education》2009,39(3):405-410

We shall structure this rejoinder around two main sections. In the first, we address three underlying assumptions of our work that Osborne has identified. We indicate points of agreement, disagreement, and clarification. In the second section, we discuss briefly and add our clarifications to three understandings of his that Osborne introduces into the discussion. It should be noted that Osborne’s response is grounded in the same basic assumption as our set of papers, namely, the central role played by reading and writing, and communicative activities in general, both in science and in learning science.  相似文献   

从“不爱红妆爱武妆”的英译谈英语中的Antimetabole结构     

陈蕊娜 《黔南民族师范学院学报》2009,29(2)

Antimetabole是英语中一种运用得很广泛的辞格.许渊冲教授新译<毛译东诗词选>中<为女民兵题照>"不爱红装爱武装"的英译达到了绘声绘色的翻译效果.通过了解antimetabole的定义、特点和修辞功能,以及antimetabole与Chiassmus,palindrome和anadiplosis之间的相互比较,我们的文学鉴赏和写作水平可以得以进一步提高.  相似文献   

Signifying and meaning-making in mathematical thinking, teaching, and learning     

Luis Radford  Gert Schubring  Falk Seeger 《Educational Studies in Mathematics》2011,77(2-3):149-156

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科学资源对公众科学兴趣的贡献(上)          下载免费PDF全文

约翰·H·福尔克  科特·帕蒂森  大卫·麦耶大卫·毕贝斯  凯瑟琳·利文斯顿著  杨玉娟译 《自然科学博物馆研究》2019,(3):78-85

学校、科学中心、电视媒体、纸质媒体及网络是五种主要的公共科学教育资源。本研究以美国三座大城市的3000名成人为样本,调查了以上资源对公众科学兴趣的价值及认知倾向的作用。通过文献回顾,确定了以成人现在的科学兴趣价值观和认知倾向与其现在和过去使用相关科学资源的关系为研究目标,通过对洛杉矶、凤凰城和费城家庭样本使用CATI随机抽样得到的数据,采用主成分分析法得出最终问卷,并开展了相关人口统计学变量分析。  相似文献   

科学资源对公众科学兴趣的贡献(下)          下载免费PDF全文

约翰·H·福尔克  科特·帕蒂森  大卫·麦耶大卫·毕贝斯  凯瑟琳·利文斯顿著  杨玉娟 《自然科学博物馆研究》2019,(4):74-81

学校、科学中心、广播媒体、纸质媒体及互联网是五种主要的公共科学教育资源。本研究以美国三座大城市的3000名成人为样本,调查了以上资源对公众科学兴趣的价值及认知倾向的作用。下篇展示了如下调查结果:有五种经历对预测成年后的科学兴趣、价值及认知倾向具有特殊重要性,即青少年早期参观科学中心;青少年早期观看科学类电视节目;成年后参观科学中心;成年后阅读科学类书籍杂志;成年后使用互联网学习科学。本文同时讨论了自我选择、经历的质量以及科学学习生态系统的复杂性和协同性。  相似文献   

The contribution of science‐rich resources to public science interest          下载免费PDF全文

John H. Falk  Scott Pattison  David Meier  David Bibas  Kathleen Livingston 《科学教学研究杂志》2018,55(3):422-445

This preliminary study examined the effect that five major sources of public science education—schools, science centers, broadcast media, print media, and the Internet—had on adults' science interest values and cognitive predispositions. Over 3,000 adults were sampled in three U.S. metropolitan areas: Los Angeles, California, Phoenix, Arizona, and Philadelphia, Pennsylvania. To minimize potential sampling bias, the results were weighted by current U.S. Census data to be comparable to demographics from each of the three jurisdictions. Participants were asked to self‐report their current and early adolescent usage of these five science‐related resources, the quality of their experiences with each, and their current abilities, values, and cognitive predispositions relative to science. Data showed that overall, a broad cross‐section of adults living in these cities engaged in a wide array of science‐related activities and that large majorities did so frequently. Nearly two‐thirds of all respondents self‐reported currently participating in some kind of science‐related activity every week and nearly half doing so daily. Results suggested that having frequent; positive science‐related experiences in‐ and out‐of‐school, both early and later in life, correlated with having a strong interest in and positive perception of science as an adult. Although a diversity of positive science‐related experiences correlated with current adult science interest values and cognitive predispositions, only five factors uniquely and significantly predicted adult science interest, values, and cognitive predispositions in the multivariate models: (a) early adolescent experiences visiting a science center, (b) early adolescent experiences watching science‐related television, (c) adult visits to a science center, (d) adults reading books and magazines about science, and (e) adults using the internet to learn more about science. Discussed are issues of self‐selection, quality of experiences, and the complex and synergistic nature of the science learning ecosystem.  相似文献   

A potential for learning probability in young children     

Ruma Falk  Raphael Falk  Iris Levin 《Educational Studies in Mathematics》1980,11(2):181-204

Sixty-one children, from 4 to 11 years old, were presented with two sets, each containing blue and yellow elements. Each time, one colour was pointed out as the payoff colour (POC). The child had to choose the set from which he or she would draw at random a POC element in order to be rewarded. The sets were of varying sizes with different proportions of the two colours. The problem was to select the higher of the two probabilities. Three kinds of materials were used: Pairs of urns with blue and yellow beads, pairs of roulettes divided into blue and yellow sectors, and pairs of spinning tops, likewise divided into two colours.Roughly around the age of six, children started to select the greater of the two probabilities systematically. The dominant error was selecting the set with the greater number of POC elements. Verbal concepts of probability and chance were explored and some egocentric thought processes were described. The study indicates that probability concepts could be introduced into school teaching even in the first grades. The deterministic orientation in the instruction for young ages should be attenuated, permitting concepts of uncertainty right from the beginning.  相似文献   

Forum: communication about science in a traditional museum—visitors’ and staff’s perceptions     

John H. Falk  Lynn D. Dierking  Léonie J. Rennie  Gina F. Williams 《Cultural Studies of Science Education》2006,1(4):821-829

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