What Is Inside the Earth?     

Alexandra Cardoso  Tiago Ribeiro  Clara Vasconcelos 《Science & Education》2018,27(7-8):715-736

This article studies the conceptions of the interior of the Earth held by Portuguese elementary school children and senior citizens. Several studies were conducted regarding conceptions related to Earth sciences, such as rocks, minerals, earthquakes geological time, and Earth structure. Most of these studies involved students enrolled in compulsory education, some involved higher education students, several involved teachers, and only a few involved adults. The majority of the results showed that many misconceptions are held by people of all ages. Similar results were found in this study, as both children and senior citizens revealed several misconceptions. The research resorted to a questionnaire based on a drawing task so as to find out the way that children and senior citizens imagine the structure and composition of the interior of our planet. A comparison between children’s and senior citizens’ drawings was made, as well as a comparison between those drawings and the historical models of the internal structure of the Earth. We found that only a small number of children and even a smaller number of senior citizens recognize that the interior of the Earth is organized in concentric layers. They assume that soil and water are a common part of the internal composition of our planet. Similarities between the drawings and the historical models were identified, particularly similarities related to Gautier’s model, which accepts the possibility of the existence of life in the interior of the planet as it happens on its surface.  相似文献   

Academic freedom at the University of Stockholm     

E. S.  Tidningarnas Telegrambyrå  Mats Knutson  Jacob Sundberg  Anki Gundhäll  Professor Lars Gustafsson  Alan Dershowitz  Svante Nycander  Bengt Johansson  Magnus Eriksson  Lotta Gustavson  Marianne Gunnarsson  Kristina Vallström  Monique Wadsted  Mary Ann Glendon  Professor Gerhard Radnitzky  Jescheck  Anders Victorin  Johan åsard  Lars Isaksson 《Minerva》1991,29(3):321-385

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Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom     

Jensen  Jamie  Smith  Clara M.  Bowers  Robert  Kaloi  Mahealani  Ogden  T. Heath  Parry  Kirkham A.  Payne  Joshua S.  Fife  Porter  Holt  Emily 《Journal of Science Education and Technology》2022,31(6):718-729

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

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Justice,belonging and trust among Israeli middle school students          下载免费PDF全文

Nura Resh  Clara Sabbagh 《British Educational Research Journal》2014,40(6):1036-1056

Contending that justice experiences at school transmit messages about the wider society and affects students' attitudes and behaviour, we investigated the effects of students' sense of distributive and (school) procedural justice on their sense of belonging to school and on their social and institutional trust. The study was carried out among about 5000 eighth and ninth graders in a national sample of 48 middle schools in Israel in the 2010–2011 school year. The two‐level data—individual and school—were analyzed by HLM7 (Hierarchical Linear Model). Findings basically support our hypotheses: sense of distributive justice, especially, with regard to teachers'–students' relation positively affected students' sense of belonging and their trust in people and formal institutions; and school (aggregate) sense of procedural justice added to these positive effects. However, these attitudes were also dependent on sectorial affiliation (Jewish secular, Jewish religious, Arab), which explained a considerable portion of between‐school variation in student attitudes.  相似文献   

Body Donation,Teaching, and Research in Dissection Rooms in Spain in Times of Covid-19     

Maria-Cristina Manzanares-Céspedes  Miki Dalmau-Pastor  Clara Simon de Blas  María Teresa Vázquez-Osorio 《Anatomical sciences education》2021,14(5):562-571

The state of alarm due to Covid-19 pandemic in Spain stopped all educational and most university research activities. The Spanish Anatomical Society (SAE) Consensus Expert Group on Body Donations piloted a study based on a questionnaire to know the status of body donations and dissection activities during the lockdown, as well as the future implications of Covid-19 pandemic for body donation programs and anatomy teaching. The questionnaire results show that Spanish Universities refused body donations and stopped all dissection research and teaching. The Covid-19 expected influence on anatomy teaching was referred to the increase in teaching workforce and resources required to apply the new safety measures to future practical activities, as well as to prepare and adapt teaching material for online-only programs. The application of reinforced safety measures was expected to be perceived by the respondent's students as a gain in teaching quality, while the transformation of the anatomy courses in online-only programs will be perceived as a quality decrease. The respondent's concerns about future institutional implications of the pandemic were related to increased costs of the adaptation of the facilities and the reinforced preventive measures, as well as the eventual decrease in donations. The complete lockdown applied to dissection rooms was not justified by scientific evidence and represented a break of the confidence deposed in the institutions by the donors. A consensus is required for the adoption of a renewed, comprehensive protocol for present and future body donations including the evidence Covid-19 pandemic has contributed to create.  相似文献   

Digital Europe 2030: Designing scenarios for ICT in future governance and policy making     

Gianluca Misuraca  David Broster  Clara Centeno 《Government Information Quarterly》2012

The article outlines a set of visionary scenarios on how the European society could develop by 2030 by using advanced ICT tools and modelling techniques and integrating them into governance processes and policy making mechanisms. These scenarios have been designed through a foresight exercise conducted by the Institute for Prospective Technological Studies (IPTS) as part of the CROSSROAD Project, a support action of the European Commission's 7th Framework Programme. After presenting the conceptual framework and methodological approach followed, the scenario design framework developed and the resulting views of what the European Information Society might be by 2030 are presented. The article follows with a discussion of the implications of the scenarios design in terms of key areas of expected change and grand challenges to be addressed. It concludes by identifying policy challenges and proposing possible future research directions in the domain of ICT for governance and policy modelling needed to build a truly open Digital Europe twenty years from now.  相似文献