IV. PARTICIPANT ROLES     

Shumin Lin  Peggy J. Miller  Heidi Fung  Eva Chian‐Hui Chen 《Monographs of the Society for Research in Child Development》2012,77(1):59-76

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III. INTERPRETIVE FRAMEWORKS IN ROUTINE PRACTICES     

Eva Chian‐Hui Chen  Peggy J. Miller  Heidi Fung  Benjamin R. Boldt 《Monographs of the Society for Research in Child Development》2012,77(1):28-58

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Violence against pregnant women can increase the risk of child abuse: a longitudinal study     

Chan KL  Brownridge DA  Fong DY  Tiwari A  Leung WC  Ho PC 《Child abuse & neglect》2012,36(4):275-284

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Item Response Models for Examinee‐Selected Items     

Wen‐Chung Wang  Kuan‐Yu Jin  Xue‐Lan Qiu  Lei Wang 《Journal of Educational Measurement》2012,49(4):419-445

In some tests, examinees are required to choose a fixed number of items from a set of given items to answer. This practice creates a challenge to standard item response models, because more capable examinees may have an advantage by making wiser choices. In this study, we developed a new class of item response models to account for the choice effect of examinee‐selected items. The results of a series of simulation studies showed: (1) that the parameters of the new models were recovered well, (2) the parameter estimates were almost unbiased when the new models were fit to data that were simulated from standard item response models, (3) failing to consider the choice effect yielded shrunken parameter estimates for examinee‐selected items, and (4) even when the missingness mechanism in examinee‐selected items did not follow the item response functions specified in the new models, the new models still yielded a better fit than did standard item response models. An empirical example of a college entrance examination supported the use of the new models: in general, the higher the examinee's ability, the better his or her choice of items.  相似文献   

Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?     

Regina Juchun Chu  Anita Zichun Chu  Cathy Weng  Chin‐Chung Tsai  Chia‐chun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):205-216

This research explores the relationships between self‐directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet‐based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet‐based learning was administered to adults enrolled in classes in community colleges in Taiwan. A total of 593 valid questionnaires were used for the structural equation modeling analysis. The findings confirmed a second‐order hierarchical factor relationship of TLT (technical, dialectical and emancipatory learning interests) from CILES. Moreover, the three domains of learning interests of transformative learning were proved to have a developmental relationship, moderated by the readiness of self‐directed learning for adult learners in Internet‐based learning.  相似文献   

游戏化网络课程的设计与应用研究     

尚俊杰  张喆  庄绍勇  蒋宇  Jiang Yu 《远程教育杂志》2012,30(4):66-72

针对游戏进入中小学课堂教学出现的困难和障碍,提出了构建面向中小学生的基于游戏化学习的网络课程。分门别类地详细介绍了此类课程的设计理念和特点:一是基于游戏化学习的课程;二是面向中小学生的网络课程;三是大学和中小学共同开设课程,同时针对每种特点提出相应的设计策略。随后,开发了"农场狂想曲科学探究网络课程",并开展了准实验研究,探讨了游戏化网络课程的教学成效。  相似文献   

Factors influencing school connectedness: Chinese adolescents’ perspectives     

Mantak?YuenEmail author  Patrick?S.?Y.?Lau  Queenie?A.?Y.?Lee  Norman?C.?Gysbers  Raymond?M.?C.?Chan  Ricci?W.?Fong  Y.?B.?Chung  Peter?M.?K.?Shea 《Asia Pacific Education Review》2012,13(1):55-63

This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school’s guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students’ acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong.  相似文献   

From the Horse's Mouth: Why scientists’ views are crucial to nature of science understanding     

Derek Hodson  Siu Ling Wong 《International Journal of Science Education》2013,35(16):2639-2665

Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists.  相似文献   

Turning Crisis into Opportunity: Enhancing student‐teachers’ understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome     

Siu Ling Wong  Derek Hodson  Jenny Kwan  Benny Hin Wai Yung 《International Journal of Science Education》2013,35(11):1417-1439

Interviews with key scientists involved in research on severe acute respiratory syndrome (SARS), together with analysis of media reports and documentaries produced during and after the SARS epidemic, revealed many interesting aspects of nature of science (NOS) and authentic scientific inquiry. This novel insight into practice in the rapidly growing field of molecular biology was used in the development of instructional materials for use in the pre‐service and in‐service teacher education programme at The University of Hong Kong. The elements of NOS and scientific inquiry identified in the scientific research on SARS were explicitly emphasized in our instructional materials. The contemporary real‐life context of SARS was found to be effective in promoting student‐teachers’ understanding of NOS and scientific inquiry, particularly in terms of: the realization of inseparable links between science and the social, cultural, and political environment; deeper understanding of how science and technology impact on each other; and a richer appreciation of the processes of authentic scientific inquiry and the humanistic character of scientists. The effectiveness is attributed to immediacy, relevance, and familiarity, making the abstract tangible, personal experience of science history, and the powerful affective impact of the interviews with scientists.  相似文献   

Models of Micro‐Organisms: Children’s knowledge and understanding of micro‐organisms from 7 to 14 years old     

Yeung Chung Lee 《International Journal of Science Education》2013,35(14):1927-1950

Current approaches to science‐technology‐society (STS) education focus primarily on the controversial socio‐scientific issues that arise from the application of science in modern technology. This paper argues for an interdisciplinary approach to STS education that embraces science, technology, history, and social and cultural studies. By employing a case study of traditional papermaking technology, it investigates how the interactions between technology and science can be explored in an authentic societal and cultural context across a historical time span. The term technology‐society‐science (TSS) is used to represent an alternative approach to linking technology, society, and science that aims to redress the imbalance between science and technology, and to resolve the tension between two diverging goals of STS education. The educational implications of this alternative approach to STS education are discussed.  相似文献