Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science     

Tamar Fuhrmann  Bertrand Schneider  Paulo Blikstein 《International Journal of Science Education》2018,40(8):867-893

The Bifocal Modelling Framework (BMF) is an approach for science learning which links students’ physical experimentation with computer modelling in real time, focusing on the comparison of the two media. In this paper, we explore how a Bifocal Modelling implementation supported learning outcomes related to both content and metamodeling knowledge, focusing on the role of designing models. Our study consisted of three conditions implemented with a total of 69 9th grade high-school students. The first and second classes were assigned two implementation modes of BMF: with and without a model design module. The third condition, employed as a control, consisted of a class that received instruction in the school’s traditional approach. Our results indicate that students participating in both BMF implementations demonstrated improved content knowledge and a better understanding of metamodeling. However, only the ‘BMF-with-design’ group improved significantly in both content and metamodeling knowledge. Our qualitative analyses indicate that both BMF groups designed detailed models that included scientific explanations. However only students who engaged in the model design component: (1) completed a detailed model displaying molecular interaction; and (2) developed a critical perspective about models. We discuss the implications of those results for teaching scientific science concepts and metamodeling knowledge.  相似文献   

Several CASE Lessons Can Improve Students’ Control of Variables Reasoning Scheme Ability     

Reuven Babai  Tamar Levit-Dori 《Journal of Science Education and Technology》2009,18(5):439-446

This study addressed one aspect of scientific reasoning, the control of variables reasoning scheme. We explored whether a short intervention aimed at accelerating this reasoning scheme by CASE lessons would improve students’ ability to apply this scheme in problems related to the biology curriculum. About 120 students from grade nine were assessed for their Piagetian cognitive level and were divided into two groups, control or intervention. A short intervention of three sessions took place in the intervention group only. Both groups were then instructed on the topic of enzymes according to the biology curriculum and undertook a final exam. The results showed that only 20% of the population acquired the Piagetian formal operations level, in line with previous findings. In addition, it was found that the short intervention had a significant effect on students’ ability to use the control of variables reasoning scheme.  相似文献   

The role of reading self-concept and home literacy practices in fourth grade reading comprehension     

Tami Katzir  Nonie K. Lesaux  Young-Suk Kim 《Reading and writing》2009,22(3):261-276

This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE) in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading). Information on child and family literacy practices was collected via a questionnaire administered to parents of participating children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond the primary grades.

Nonie K. LesauxEmail:

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Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders     

Ina Blau  Ronen Grinberg  Tamar Shamir-Inbal 《学校用计算机》2018,35(1):32-48

This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.  相似文献   

The Universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders     

Tami Katzir  Shelly Shaul  Zvia Breznitz  Maryanne Wolf 《Reading and writing》2004,17(7-8):739-768

Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Annual Review of psychology, 52, 369–396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more universal aspects of reading disabilities, as well as their individual language-specific attributes. The aim of this study, was to investigate the shared and distinctive characteristics of readers with dyslexia on reading and reading fluency across Hebrew and English orthographies. Differences between 60 Hebrew and English-speaking children with dyslexia on a battery of cognitive, linguistic, and reading measures will be discussed along with theoretical implications.  相似文献   

ON ‘FIRST TIMERS’ VIS‐A‐VIS ‘EXPERIENCED’ DEPARTMENT CHAIRPERSONS’ PERCEPTIONS OF ROLE FULFILMENT: THE CASE OF FLUID PARTICIPATION IN ORGANIZATION     

Tamar E. Avi‐Itzhak 《Higher Education in Europe》1985,10(3):31-36

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“Hello! This is Jerusalem calling”: The revival of spoken Hebrew on the Mandatory radio (1936–1948)     

Tamar Liebes 《The Communication Review》2016,19(4):301-326

ABSTRACT

In this article we argue that an important landmark in the revival of spoken Hebrew has been overlooked by historians, linguists, and culture scholars: The launching of Kol Yerushalayim, the Hebrew Service of British Mandatory Radio, on 30 March 1936. Between 1936 and 1948 the Hebrew Hour became the shared public space in which spoken Hebrew – dynamic, updated, meticulously pronounced – was realized. The important role of the Hebrew radio in the Yishuv can be attributed to five factors that were responsible for the spread of spoken Hebrew among both veterans and newcomers: (1) its ability to reach into listeners’ homes, which served as a metonym for the yet-absent Zionist sovereignty, creating a shared, exclusive Hebrew space; (2) its contribution to the standardization of Hebrew by adopting the Sephardic accent; (3) its enrichment and updating of the language by inventing and suggesting vital neologisms; (4) its institutionalization of regular time-slots for teaching the language; (5) its innovative ways of addressing audiences, who were simultaneously far away and very close, in accordance with the characteristics of the new medium.  相似文献   

美丽,从健康肌肤开始     

Tamar Nordenberg 《海外英语》2004,(1):20

Maybe it’s true for some that age is a case of mind overmatter-if you don’t mind it doesn’t matter,as Jack Benny'swell-known quote goes.Easy for Benny to say,if there's anytruth to another famous saying,from 19th-century English poetMortimer CollinS:“A man is as old as he's feeling,a woman asold as she looks.”If it matters to you to look as youthful asyou can,healthy skin's the ticket-skin's the thing that Caneither give away your age or belie(掩饰)it.  相似文献   

The varieties of pathways to dysfluent reading: comparing subtypes of children with dyslexia at letter, word, and connected text levels of reading     

Katzir T  Kim YS  Wolf M  Morris R  Lovett MW 《Journal of learning disabilities》2008,41(1):47-66

The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability-achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability-achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity.  相似文献   

Preferences of classification criteria as a function of student and task characteristics     

Tamar Levin  Zipora Libman 《科学教学研究杂志》1980,17(1):59-65

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