How to Assess and Categorize Teachers’ Views of Science? Two Methodological Issues     

Bächtold  Manuel  Cross  David  Munier  Valérie 《Research in Science Education》2021,51(5):1423-1435

Research in Science Education - This paper addresses two methodological issues related to the assessment of teachers’ views of science. The first concerns the distinction between the...  相似文献   

Book review     

Sibylle Hielscher  Elaine Rivers  Gerhard Mittelstädt  Alexander N. Charters  T. Neville Postlethwaite 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(5):443-452

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Adaptive progressive download based on the MPEG-4 file format     

Färber Nikolaus  Döhla Stefan  Issing Jochen 《浙江大学学报(A卷英文版)》2006,7(1):106-111

In this paper we describe how progressive download and adaptive streaming can be combined into a simple and efficient streaming framework. Based on the MPEG-4 file format (MP4) we use HTTP for transport and argue that these two components are sufficient for specifying an open streaming architecture. The client selects appropriate chunks from the MP4 file to be transferred based on (1) the header information (i.e. the “moov” box) in the first part of the file and (2) his observation of network throughput. The framework is completely client driven which allows for better server scalability and reduces signalling overhead. We discuss architecture and implementation issues such as complexity, interoperability and scalability and compare to 3GPP PSS Rel-6 adaptive streaming when appropriate. Measurements from a simple MP4/HTTP streaming client are presented showing that appropriate chunks are selected such that increased reliability is achieved.  相似文献   

Educational optimism among parents: a pilot study     

Hannu Räty  Kati Kasanen 《Educational studies》2016,42(5):446-449

This study explored parents' (N = 351) educational optimism in terms of their trust in the possibilities of school to develop children’s intelligence. It was found that educational optimism could be depicted as a bipolar factor with optimism and pessimism on the opposing ends of the same dimension. Optimistic parents indicated more satisfaction with their children’s school and had a relatively positive assessment of their children’s academic success, which they explained in accord with their dynamic notion of intelligence, i.e. the child’s effort and help from the teacher. Parental notions of intelligence seem to serve as an important interpretative source for educational hopefulness.  相似文献   

Dynamic and shared sense-making in large-scale curriculum reform in school districts     

Kirsi Pyhältö  Janne Pietarinen  Tiina Soini 《Curriculum Journal》2018,29(2):181-200

ABSTRACT

Shared sense-making is suggested to be key for curriculum reform. Shared sense-making entails constructing a collective understanding of the meaning for reform, its significance and its implications for schools, through dialogue and negotiation across the levels of the educational system. This study explored changes in hands-on strategies of shared sense-making, and ways of orchestrating curriculum reform work in the districts in Finland, following the introduction of new national curriculum policy. Longitudinal focus group interview data collected from curriculum coordinating groups during the reform work was utilised. The data were qualitatively content analysed. The two sets of shared sense-making strategies were identified in this study, including those strategies utilised by the groups in building their understanding of what the reform is all about, and those concerning the reform orchestration. The strategies employed evolved from simple to more complex, during the progression of curriculum work. Results also showed that the coordinating groups were well aware of their high autonomy and resulting responsibility in orchestrating the district-level curriculum work. However, the advance in shared sense-making strategies employed by the groups indicated that they were highly committed to constructing collective understanding about the reform, its significance and implications for schools through dialogue and negotiation with practitioners.  相似文献   

The Importance of Language Strategy in Simple Arithmetic     

Edith Mägiste 《教育心理学》1982,2(2):159-166

Students who seemingly are about equally adept at two languages differ considerably in their language strategy in mental arithmetic. The present findings suggest that language strategy has an important effect on simple arithmetical performance, affecting the mean reaction time of responses, the frequency of errors, and the experience of difficulty. Bilinguals who retrospectively reported a single language strategy during task performance showed a clear tendency for faster response times, fewer errors, and less perceived difficulty than bilinguals who used their two languages simultaneously or interchangeably. The degree of interference that occurs seems to depend on individual strategies and can be held to a minimum if the domains of use are clearly defined.

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Socioscientific issues via controversy mapping: bringing actor-network theory into the science classroom with digital technology     

Mark Elam  Anne Solli  Åsa Mäkitalo 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):61-77

ABSTRACT

What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry.  相似文献   

What do second-order judgments tell us about low-performing students’ metacognitive awareness?     

Eva S. Fritzsche  Marion Händel  Stephan Kröner 《Metacognition and Learning》2018,13(2):159-177

According to the unskilled and unaware effect (Kruger and Dunning 1999), low-performing students tend to overestimate their performance. Differentiating the assessment of metacognitive judgments into performance judgments (PJs) and second-order judgments (SOJs), PJs of low-performing students tend to be inflated, while their SOJs are usually lower than those of high-performing students (Händel and Fritzsche 2016; Miller and Geraci 2011). This suggests some level of awareness. The present study investigated whether low-performers’ lower SOJs actually indicate metacognitive awareness. We studied SOJs after adequate and inadequate PJs, and investigated whether low-performers’ lower SOJs are made by default or whether their lower SOJs differ in a similar magnitude compared to those of high-performers (indicating metacognitive awareness). We address this issue by disentangling student and item effects via generalized linear mixed models. Reanalyzing the data of Händel and Fritzsche (2016) from N?=?116 students, we found that SOJs depended on the students who provided the SOJ and on the items on which the SOJ was made. Overall, SOJs depended on the PJs and on the interaction of performance and PJs, but not on the performance itself. Separate analyses for students of different performance levels revealed that low-performing students showed less awareness, indicated by a non-significant interaction effect of performance and PJs. Thus, it takes mixed models to tell the whole story of low-performing students’ lower SOJs.  相似文献   

Work experience in relation to study pace and thesis grade: investigating the mediating role of student learning     

Tarja Tuononen  Anna Parpala  Markus Mattsson  Sari Lindblom-Ylänne 《Higher Education》2016,72(1):41-58

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Editorial     

Ulrich Jäger 《Wiener klinische Wochenschrift Education》2007,2(2):57-57

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