Toward a solution of the learning paradox: emergent properties and neurological principles of constructivism     

Anton E. Lawson  John R. Staver 《Instructional Science》1989,18(3):169-177

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Book reviews     

Lorin W. Anderson  Peter Jarvis  Vilma Seeberg  Ruth Hayhoe  Thomas N. Kahl  M. Wambach  Nicholas D. Nickandrov  Márta Dovala  Robert F. Lawson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(4):515-530

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Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities          下载免费PDF全文

Hazel Lawson  Phyllis Jones 《Journal of Research in Special Educational Needs》2018,18(3):196-210

This article focuses on teachers' pedagogical decision‐making and influences on this decision‐making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio‐political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision‐making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher‐student pedagogical interactions over curriculum‐teacher or curriculum‐student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners.  相似文献   

Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement     

Scott L. Adamson  Debra Banks  Mark Burtch  Frank Cox  Eugene Judson  Jeffery B. Turley  Russell Benford  Anton E. Lawson 《科学教学研究杂志》2003,40(10):939-957

The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month‐long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms and then attempt to apply them in their courses. Previous ACEPT evaluation efforts suggest that, when implemented, the reforms boost undergraduate student achievement. The initial purpose of the present study was to discover whether enrollment of preservice teachers in one or more of these reformed undergraduate courses is linked to the way they teach after they graduate and become in‐service teachers. Assuming that a link is found, a second purpose was to discover whether the presumed positive effect is in turn linked to their students' achievement. In short, the answer appears to be yes, at least among the biology teachers and students surveyed. Compared with controls, the biology teachers who had enrolled in one or more ACEPT reformed course during their teacher preparation program demonstrated significantly higher scores on the measure of reformed instruction and their students demonstrated significantly higher achievement in terms of scientific reasoning, nature of science, and biology concepts. These results support the hypothesis that teachers teach as they have been taught. Furthermore, it appears that instructional reform in teacher preparation programs including both methods and major's courses can improve secondary school student achievement. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 939–957, 2003  相似文献   

Residents' attitudes toward the legal system and court testimony in child abuse   总被引：1，自引：0，他引：1  

J G Jones  C P Rickert  J Balentine  L Lawson  V I Rickert  J Holder 《Child abuse & neglect》1990,14(1):79-85

Resident physicians' contacts with the legal system during management of abused children may influence their attitudes, which were evaluated in a pilot survey completed by 42 pediatric and medicine/pediatric residents. Although negative attitudes toward attorneys were common, almost all of the residents considered general and hearing-specific legal training to be a legitimate part of their residency program. They reported lower levels of stress of court testimony than expected by the authors. Most who had testified in court believed their testimony had been needed and helpful, but all who believed their testimony had been a waste of time were senior-level residents. Although most residents believed the laws and courts usually work for protecting children, only 8 of the 20 residents who had previously testified in court responded affirmatively, and none of the 10 senior residents who had previously testified held this belief. The disillusionment of senior-level residents appeared to affect attitudes toward patient care less than expected, in that 90% of those who planned to enter private practice indicated they would perform physical abuse evaluations and 70% planned to perform sexual abuse evaluations. Only one resident who did not expect to perform the evaluations gave as a reason the prospect of having to testify in court.  相似文献   

Proportional reasoning and the linguistic abilities required for hypothetico-deductive reasoning     

Anton E. Lawson  David I. Lawson  Chester A. Lawson 《科学教学研究杂志》1984,21(2):119-131

The hypothesis is advanced that a necessary, though not sufficient, condition for the acquisition of proportional reasoning during adolescence is the prior internalization of key linguistic elements of argumentation, essentially those used in hypothetico-deductive reasoning. This hypothesized internalization, which does not occur in all individuals, results in some who have acquired the ability to reflect upon the correctness of self-generated answers in a hypothetico-deductive manner, and others who have not. As an initial test of the hypothesis, 46 subjects (Ss) (mean age = 21.03 years) were classified into additive, transitional, or proportional reasoning categories based upon responses to a proportions task. Group differences were found in which proportional Ss performed better than transitional Ss who in turn performed better than additive Ss on a number of items testing Ss' abilities to identify, generate, and use the linguistic elements of argumentation. Further it was found that some Ss who were successful on the linguistic items failed the proportions task, but no Ss who were successful on the proportions task failed the linguistic items. This result supports the hypothesis that the internalization of linguistic elements of argumentation is a prerequisite for proportional reasoning and by inference other advanced reasoning schemata as well. Implications for science instruction are drawn.  相似文献   

Cultural diversity and differences in formal reasoning ability     

Anton E. Lawson  Jonathan M. Bealer 《科学教学研究杂志》1984,21(7):735-743

To test the hypothesis that cultural diversity contributes to the development of formal reasoning, samples of adolescents from three predominately white middle-class communities located in areas that varied in the extent to which they offered cultural diversity (i.e., rural, suburan homogeneous, suburban heterogeneous) were administered a test of formal reasoning and a test of analytical intelligence. Results showed significant differences in formal reasoning in favor of the suburban heterogeneous sample on complex reasoning items. The suburban groups showed equal performance (but superior to the rural Ss) on the test of analytical intelligence. On the less complex reasoning items and on one item embedded in a rural farming context, the rural Ss showed relatively better performance. Implications for using science instruction to promote formal reasoning are discussed.  相似文献   

Using reasoning ability as the basis for assigning laboratory partners in nonmajors biology     

Anton E. Lawson 《科学教学研究杂志》1992,29(7):729-741

Students in a large one-semester nonmajors college biology course were classified into one of three groups (intuitive—I, transitional—T, reflective—R) based upon a pretest of scientific reasoning ability. Laboratory teams of two students each then were formed, such that all possible combinations of reasoning abilities were represented (i.e., I-I, I-T, I-R, T-T, T-R, R-R). Students worked with their assigned partners during each of the course's 14 laboratory sessions. Gains in reasoning ability, laboratory achievement, and course achievement, as well as changes in students' opinions of their motivation, enjoyment of the laboratory, and their own and their partner's reasoning abilities were assessed at the end of the semester. Significant pre- to posttest gains in reasoning ability by the intuitive and transitional students were found, but these gains were not significantly related to the laboratory partner's reasoning ability. Also, course achievement was not significantly related to the laboratory partner's reasoning ability. Students were perceptive of others' reasoning ability; the more able reasoners were generally viewed as being more motivated, having better ideas, and being better at doing science. Additional results also indicated that course enjoyment and motivation was significantly decreased for the transitional students when they were paired with intuitive students. Apparently, for students in transition (i.e., not at an equilibrium state with regard to reasoning level), it is frustrating to work with a less able reasoner. However, some evidence was found to suggest that reflective students may benefit from working with a less able partner.  相似文献   

The acquisition of formal operational schemata during adolescence: The role of the biconditional     

Anton E. Lawson 《科学教学研究杂志》1983,20(4):347-356

To test the hypothesis that the basic “logic” utilized by individuals in scientific hypothesis testing is the biconditional (if and only if), and that the biconditional is a precondition for the development of formal operations, a sample of 387 students in grades eight, ten, twelve, and college were administered eight reasoning items. Five of the items involved the formal operational schemata of probability, proportions and correlations. Two of the items involved propositions and correlations. Two of the items involved propositional logic. One item involved the biconditional. Percentages of correct responses on most of the items increased with age. A principal-component analysis revealed three factors, two of which were identified as involving operational thought, one of which involved propositional logic. As predicted, the biconditional reasoning item loaded on one of the operational thought factors. A Guttman scale analysis of the items failed to reveal a unidimensional scale, yet the biconditional reasoning item ordered first supporting the hypothesis that it is a precondition for formal operational reasoning. Implications for teaching science students how to test hypotheses are discussed.  相似文献   

Development of social category representations: early appreciation of roles and deontic relations     

Kalish CW  Lawson CA 《Child development》2008,79(3):577-593

Three experiments explored the significance of deontic properties (involving rights and obligations) in representations of social categories. Preschool-aged children ( M = 4.8), young school-aged children ( M = 8.2), and adults judged the centrality of behavioral, psychological, and deontic properties for both familiar (Experiments 1 and 2, N s = 50 and 52, respectively) and novel (Experiment 3, N = 64) social categories. Preschool-aged children were the most consistent in treating deontic properties as central: Knowing a person's social category membership was more informative about obligations than about behavioral frequencies or psychological preferences. Adults treated deontic properties as central to some categories but also recognized a set that was primarily predictive of psychological dispositions. The results argue for the significance of deontic properties in the development of social cognition.  相似文献