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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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Bengt Persson 《欧洲特需教育杂志》2013,28(4):337-347
According to Swedish legislation as well as laws pertaining to disabled citizens, Swedish schools are to be accessible for all children and adolescents. This implies that disabilities of any type must not be allowed to prevent students from completing their schooling on their own terms. The purpose of this research was to study the degree to which the Swedish school is accessible for all students. A total 200 professionals and politicians were interviewed alongside more than 30 upper secondary school students. The results show that the ambition level is high with regard to adapting educational programmes for the disabled student group, especially in the rhetoric of politicians and civil servants. However, in practice, teachers and head teachers have considerably more difficulty in delivering to students satisfactory schooling. This is often due to conflict between the striving for inclusion and the difficulty adapting learning environments during everyday classroom instruction. By use of institutional theory the study demonstrates that intentions as described of responsible politicians are altered in the system when confronted with the institutional reality. Schools’ meeting the natural variation of difference in the student group causes complications in educational work in which various solutions are attempted. When educational differentiation is found wanting in attempts to meet students’ various needs, various types of special solutions are sought, which have the objective of reducing heterogeneity among the students. This type of organisational differentiation seems accepted and legitimised where it concerns students having various kinds of school‐related difficulties, while seeming to create a disadvantage for some other students. One should understand this as thought coercion, where pressure from professionals in schools leaves little room for other strategies and in which the concept of the inclusive school is challenged. 相似文献