Defining attitude for science educators     

Robert L. Shrigley  Thomas R. Koballa  Ronald D. Simpson 《科学教学研究杂志》1988,25(8):659-678

A distinct and complex definition of attitude is evolving within the literature. A mental readiness to respond and a correlational consistency between attitude and behavior—although controversial and in need of further study and analysis—remain viable subcomponents within the definition. Most agree that evaluation is the heartbeat of attitude. The impact of social influence on attitudes is becoming increasingly important. Attitudes are learned and not inherited.  相似文献   

中小学几何教学之我见   总被引：1，自引：2，他引：1  

李秉彝  朱雁 《数学教育学报》2005,14(1):1-6

中小学几何课程应当教些什么一直是个具有争议的课题.回顾欧氏几何的发展历史有助于我们对几何有更深入的理解.新加坡中小学几何课程受到“新数学”及“回归基础”等各种思潮的影响,新的数学大纲计划在2007年正式推出,在几何教学上也会有相应的变动.对于中小学几何课程应当教授哪些内容我们至今仍未能达成共识.事实上,几何本身是无所不在的.真正的关键之处并不在于教的内容,即教些什么,而在于教的方法,即如何施教.中小学的数学课应当采取代数与几何并重的方式进行教学.  相似文献   

Hillsdale college     

Warren Treadgold  Ralph Hancock  Rodler Morris  Thomas Payne 《Academic Questions》1991,4(4):10-12

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Dimensions of academic interest among undergraduate students: passion,confidence, aspiration and self-expression     

Jihyun Lee  Tracy L. Durksen 《教育心理学》2018,38(2):120-138

We investigated psychological dimensions of academic interest among undergraduate students (N = 325) using a global academic interest scale. The scale was administered together with measures of academic performance, educational aspiration, career planning, goal setting, life satisfaction, attitudes towards leisure, personality and value. Exploratory factor analyses revealed four dimensions of academic interest: passion for learning, confidence in the future, career aspiration and self-expression. All four dimensions were significantly related to career planning, goal setting and life satisfaction. On the other hand, specific pairings of significant relationships were found between different dimensions of academic interest and personality and value, suggesting that students with different personalities and different sets of values are likely to appreciate and respond to different aspects of academic interest. We conclude with implications for research on academic interest development across a more diverse range of age groups.  相似文献   

Value transfer in concurrent-schedule discriminations by pigeons     

Thomas R. Zentall  Janice E. Weaver  Lou M. Sherburne 《Learning & behavior》1996,24(4):401-409

When pigeons are trained on a discrete-trial simultaneous discrimination, some of the value associated with the positive stimulus appears to transfer to the negative stimulus (Zentall & Sherburne, 1994). Pigeons preferred a negative stimulus that had been discriminated from an always-positive stimulus (S+) over a negative stimulus that had been discriminated from a sometimes-positive stimulus (S±). A very different finding (suggestive of transitivity of preference or contrast) was reported by Belke (1992). On concurrent probe tests of stimuli associated with equal variable interval (VI) schedules but originally trained in alternative concurrent pairs (one with a richer schedule, the other with a poorer schedule—VI 20 sec vs. VI 40 sec and VI 40 sec vs. VI 80 sec), the stimulus originally paired with the poorer schedule was preferred. But Belke’s results may have been obtained because the pigeons had been trained to peck the VI 40 sec paired with the poorer schedule and they had been trained not to peck the VI 40 sec paired with the richer schedule. In the present experiment, we avoided this bias by training pigeons on two concurrent schedules in which the tested stimuli both had been associated with the poorer schedule of the pair [A(VI 20 sec) vs. B(VI 80 sec) and C(VI 40 sec) vs. D(VI 80 sec)]. Evidence for value transfer was demonstrated when on probe trials pigeons preferred B over D.  相似文献   

<Emphasis Type="Italic">Agrobacterium</Emphasis>-mediated transformation of herbicide resistance in creeping bentgrass and colonial bentgrass     

Chai?Ming-liang?Email author  Wang?Bing-liang  Kim?Jae-yeoul  Lee?Jong-min  Kim?Doo-hwan 《浙江大学学报(A卷英文版)》2003,4(3):346-351

Embryogenic calli were induced from the seeds of creeping bentgrass (Agrostis palustris Huds.) cv. Regent and colonial bentgrass (Agrostis Tenuis Sibth. Fl. Oxen.) cv. Tiger. The embryogenic calli were precultured on fresh medium for 4–7 days and then co-cultivated withAgrobacterium tumefaciens, LBA4404. which contains plasmid vector-pSBGM harboring bar coding region, synthetic green fluorescent protein (sGFP) coding region and matrix attachment region (MAR). After 3 days of co-cultivation, the calli were washed thoroughly and transferred to MS medium containing 2 mg/L of 2, 4-D, 12–15 mg/L phosphinothricin (PPT) and 250 mg/L of cefotaxime. After 2–3 months of selection, the actively growing calli of ‘Regent’ and ‘Tiger’ were transferred to MS medium with 12–15 mg/L PPT and 250 mg/L cefotazime for regeneration. The putative transformants were maintained on MS medium with 3 mg/L PPT for long period but control died within 1 month. After establishing in greenhouse, the transformants also showed strong resistance to 0.4% of herbicide Basta but control plants died within 2 weeks. Under confocal microscope, both young leaves and roots showed significant GFP expression. PCR analysis revealed the presence of a DNA fragment of GFP gene at the expected size (380 bp) in the transformants and its absence in a randomly selected control plant.  相似文献   

Antecedents of college students' study deficiencies: the relationship between course features and students' study activities     

John W. Thomas  Linda Bol  Robert W. Warkentin 《Higher Education》1991,22(3):275-296

Students entering institutions of higher learning have been observed to be deficient in the skills and dispositions necessary for engaging in sustained autonomous study. Evidence from investigations comparing instructional features and students' study activities across different courses and grade levels suggests that (a) particular features of courses may act to prompt or inhibit the development of proficiency at academic studying; and (b) the difficulties experienced by postsecondary students may be traced to certain discontinuties between characteristics of courses at the secondary versus post-secondary levels. These discontinuities can be described in terms of three dimensions: (a) differences in the demands made on particular study activities associated with different coursework requirements; (b) the degree to which instructors provide supportive practices designed to facilitate or sustain students' productive study activities; and (c) the prevalance of teaching strategies designed to compensate students for their study deficiencies. Using evidence from extant research on studying and results from recent investigation of secondary-level courses, the claim is made that particular patterns of instructor-implemented demands (workload, test difficulty, and latitude for self-direction) and compensations (test review practices, overlap between test items and instructor handouts, and the presence of safety nets) might account for deficiencies in the study activities of postsecondary graduates. Further, improving the level of preparedness of secondary-level graduates for the demands associated with higher education courses is discussed in terms of the need for the provision of particular support practices (e.g., feedback, clear performance expectations, and guided practice) in secondary-level courses.  相似文献   

‘Please can we have a man?’: male trainee English teachers entering predominantly female English departments     

Kit Thomas 《Changing English: An International Journal of English Teaching》2006,13(1):137-150

This article arises from an ethnographic study of men training to become secondary English teachers on two university PGCE courses. The socialisation of male trainee teachers has been researched in the areas of early years and primary schools but has been overlooked hitherto in the secondary sector in spite of the feminisation of English being widely perceived. More women than men teach English in secondary schools, so initial training takes place in predominantly female English departments. The implications for female mentors, who are largely responsible for the school‐based training and assessment of the male trainees, are explored alongside the role played by a minority of male teachers in English departments. The experience of training forces the men to reconsider their masculinities and to renegotiate their relationships with colleagues, pupils and the subject of English.  相似文献   

Did a university let a sex researcher go too far? A psychology professor returned to his lab, only to draw complaints for a second time     

Bartlett T 《The Chronicle of higher education》2003,50(9):A10-A12

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Students' perceptions of early experiences with microcomputer-based laboratories (MBL)     

Gregory P. Thomas  Peter Fong Man-wai  Eric Tsang Po-keung 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):669-671

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