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This article examines how emergent bilingual students used gestures in science class, and the consequences of students’ gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9–10 years old) were involved in a unit concerning electricity. The second class consisted of 7th‐grade students (13–14 years old) working with acids and bases. Data were analyzed by using practical epistemological analysis (PEA). When students’ language proficiency limited their possibility to express themselves, using gestures resulted in the continuation of the science activities. Furthermore, both peers and teachers drew on the used gestures to talk about the science content. In some situations, the meaning of the gestures needed to be negotiated. Regardless, the gestures were always related to language. Both students and teachers participated in this process, but the teachers directed the communication toward the goal of the lessons: learning how to talk science. The study contributes to the field by showing the importance of paying attention to and valuing bilingual students’ use of gestures as a way to express scientific knowledge. In addition, it demonstrates how teachers might draw on students’ gestures to teach science and discusses the importance of creating multimodal learning environments. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 121–144, 2018 相似文献
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The objective of this study was to identify biomechanical predictors for accuracy and speed of the wrist shot in floorball, comparing two different starting feet positions.Ten floorball players performed 2 series of 10 stationary wrist shots, in 2 different positions (feet at a right angle to the end of the stick, oriented towards a target and feet parallel to the end of the stick and to the target). A 12-camera motion capture system, tracking reflective markers on key landmarks, was used to record participant and stick kinematics. Accuracy of the shot was quantified by distance of impact from target centre. Player gaze was approximated from head position.Shot accuracy was significantly better (P = 0.007) when feet were at right angle (0.22 [0.14] m) than when they were parallel (0.27 [0.20] m). Ball speed was no significantly different (P = 0.485) between the right angle position (23.50 [17.52] m · s?1) and the parallel position (23.50 [17.95] m · s?1). Between self-selected position and imposed position, there was no significant difference. Players looking at the target during shooting had greater accuracy. Regression models suggested that ball speed was mainly influenced, in both positions, by the flexion of the supporting leg (ankle, knee and hip), by the rotation of the hip and of the trunk, especially for the spine angles, and by the rotation and abduction–adduction movements of the wrist of the hand on the top of the stick. The comparison between players showed important differences in these technical skills. 相似文献
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The aims of the study presented in this paper were twofold:
to analyse if and how pupils who received some kind of special education differed from students who received no such support with respect to different self-concept and ability factors; and
to investigate substantive consequences of different theoretical bases for statistical modelling.
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Editorial comment and summaries English Drs Kjöllerström and Lybeck present here a brief report of their European survey of master's and doctoral dissertations in science education, undertaken subsequently to a workshop on Research in Science Education in Europe held at Malente, FR Germany in 1976. The full report of their survey has recently been published by the Institute for Science Education (IPN), Kiel, FR Germany. The article published here reports on the distribution, size and organization of science education research groups, their areas of research interest and higher degree programmes. It also surveys the main areas of science education research at master's and doctoral level undertaken during the period 1971‐1976, and the employment taken up by master's and doctoral students upon completion of their studies. 相似文献
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Causal inference in mediation analysis offers counterfactually based causal definitions of direct and indirect effects, drawing on research by Robins, Greenland, Pearl, VanderWeele, Vansteelandt, Imai, and others. This type of mediation effect estimation is little known and seldom used among analysts using structural equation modeling (SEM). The aim of this article is to describe the new analysis opportunities in a way that is accessible to SEM analysts and show examples of how to perform the analyses. An application is presented with an extension to a latent mediator measured with multiple indicators. 相似文献
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This study introduces a two-part factor mixture model as an alternative analysis approach to modeling data where strong floor effects and unobserved population heterogeneity exist in the measured items. As the names suggests, a two-part factor mixture model combines a two-part model, which addresses the problem of strong floor effects by decomposing the data into dichotomous and continuous response components, with a factor mixture model, which explores unobserved heterogeneity in a population by establishing latent classes. Two-part factor mixture modeling can be an important tool for situations in which ordinary factor analysis produces distorted results and can allow researchers to better understand population heterogeneity within groups. Building a two-part factor mixture model involves a consecutive model building strategy that explores latent classes in the data for each part as well as a combination of the two-part. This model building strategy was applied to data from a randomized preventive intervention trial in Baltimore public schools administered by the Johns Hopkins Center for Early Intervention. The proposed model revealed otherwise unobserved subpopulations among the children in the study in terms of both their tendency toward and their level of aggression. Furthermore, the modeling approach was examined using a Monte Carlo simulation. 相似文献
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Herbert W. Marsh Bengt Muthén Tihomir Asparouhov Oliver Lüdtke Alexander Robitzsch Alexandre J. S. Morin 《Structural equation modeling》2013,20(3):439-476
This study is a methodological-substantive synergy, demonstrating the power and flexibility of exploratory structural equation modeling (ESEM) methods that integrate confirmatory and exploratory factor analyses (CFA and EFA), as applied to substantively important questions based on multidimentional students' evaluations of university teaching (SETs). For these data, there is a well established ESEM structure but typical CFA models do not fit the data and substantially inflate correlations among the nine SET factors (median rs = .34 for ESEM, .72 for CFA) in a way that undermines discriminant validity and usefulness as diagnostic feedback. A 13-model taxonomy of ESEM measurement invariance is proposed, showing complete invariance (factor loadings, factor correlations, item uniquenesses, item intercepts, latent means) over multiple groups based on the SETs collected in the first and second halves of a 13-year period. Fully latent ESEM growth models that unconfounded measurement error from communality showed almost no linear or quadratic effects over this 13-year period. Latent multiple indicators multiple causes models showed that relations with background variables (workload/difficulty, class size, prior subject interest, expected grades) were small in size and varied systematically for different ESEM SET factors, supporting their discriminant validity and a construct validity interpretation of the relations. A new approach to higher order ESEM was demonstrated, but was not fully appropriate for these data. Based on ESEM methodology, substantively important questions were addressed that could not be appropriately addressed with a traditional CFA approach. 相似文献