Is ‘Learning' Science Enough? – A Cultural Model of Religious Students of Science in an Australian Government School     

Joseph Paul Ferguson  Barbara Kameniar 《International Journal of Science Education》2013,35(15):2554-2579

This paper investigates the cognitive experiences of four religious students studying evolutionary biology in an inner city government secondary school in Melbourne, Australia. The participants in the study were identified using the Religious Background and Behaviours questionnaire (Connors, Tonigan, & Miller, 1996 Connors, G. J., Tonigan, J. S., & Miller, W. R. (1996). A measure of religious background and behaviour for use in behaviour change research. Psychology of Addictive Behaviours, 10, 90–96. doi:10.1037/0893-164X.10.2.90[Crossref], [Web of Science ®] , [Google Scholar]). Participants were interviewed and asked to respond to questions about their cognitive experiences of studying evolutionary biology. Students' responses were analysed using cultural analysis of discourse to construct a cultural model of religious students of science. This cultural model suggests that these students employ a human schema and a non-human schema, which assert that humans are fundamentally different from non-humans in terms of origins and that humans have a transcendental purpose in life. For these students, these maxims seem to be challenged by their belief that evolutionary biology is dictated by metaphysical naturalism. The model suggests that because the existential foundation of these students is challenged, they employ a believing schema to classify their religious explanations and a learning schema to classify evolutionary biology. These schemas are then hierarchically arranged with the learning schema being made subordinate to the believing schema. Importantly, these students are thus able to maintain their existential foundation while fulfilling the requirements of school science. However, the quality of this “learning” is questionable.  相似文献   

Design‐based science and real‐world problem‐solving     

David Fortus  Joseph Krajcik  Ralph Charles Dershimer  Ronald W. Marx  Rachel Mamlok‐Naaman 《International Journal of Science Education》2013,35(7):855-879

Design‐based science (DBS) is a science pedagogy in which new scientific knowledge and problem‐solving skills are constructed in the context of designing artifacts. This paper examines whether the enactment of a DBS unit supported students’ efforts to construct and transfer new science knowledge and ‘designerly’ problem‐solving skills to the solution of a new real‐world design problem in a real‐world setting. One hundred and forty‐nine students participated in the enactment of a DBS unit. Their understanding of the curricular content was assessed by identical pre‐instructional and post‐instructional written tests. They were then given a new design problem as a transfer task. There was a statistically significant increase on scores from pre‐test to post‐test with an effect size of 1.8. There was a stronger correlation between the scores of the transfer task and those of the post‐test than with those of the pre‐test; we use this finding to suggest that the knowledge that was constructed during the unit enactment supported the solution of the transfer task. This has implications for the development of science curricula that aim to lead to the construction of knowledge and skills that may be useful in extra‐classroom settings. Whether participation in consecutive enactments of different DBS units increases transfer remains to be investigated in more depth.  相似文献   

Overcoming potential negative consequences of customer orientation in higher education: closing the ideological gap     

Adam Nguyen  Joseph Rosetti 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):155-174

Substantial discussion has been going on surrounding the potential negative consequences of a customer orientation in college education. A major concern stems from the ideological gap – the perceived differentiation between what the students want and the educators' view of what is in the best interests of the students. A key aspect of the ideological gap pertains to students' short-term wants (pleasure) versus educators' long-term-oriented interests (learning). Inspired by the societal marketing concept, we examine the possibility of closing this gap by means of a desirable educational model that aligns the interests of students and educators. Empirically, an open-ended survey explores student perceptions of a desirable educational model in the context of the marketing discipline. Then, two quantitative surveys show that students prefer desirable over pleasing and salutary models, and that academic motivation moderates their preference.  相似文献   

Summer school effects in a randomized field trial     

Keith Zvoch  Joseph J. Stevens 《Early childhood research quarterly》2013

This field-based randomized trial examined the effect of assignment to and participation in summer school for two moderately at-risk samples of struggling readers. Application of multiple regression models to difference scores capturing the change in summer reading fluency revealed that kindergarten students randomly assigned to summer school outperformed their control group peers by .60 of a standard deviation in an intent-to-treat analysis. For the first grade sample, the intent-to-treat estimate was over three quarters of a standard deviation. The contrast in performance was greater when the comparison was focused more specifically on the change in literacy between treatment participants (i.e., randomly assigned students who actually attended summer school) and students randomly assigned to the control group and in analyses that explicitly adjusted for non-compliance with treatment assignment. These results support the experiential intuition of school district personnel regarding the benefits of summer school and suggest that targeted summer instruction can be a useful strategy to support student learning over the summer months.  相似文献   

Teachers College Moves Into New Building     

Joseph W. Hollis 《The Teacher Educator》2013,48(2):3-5

There is a good chance that many of your pupils have already learned the science lesson you plan to present. Most science learning, according to this author, takes place in the family setting.  相似文献   

Domain Differences in Early Social Interactions     

Audun Dahl  Joseph J. Campos 《Child development》2013,84(3):817-825

Different social experiences help children develop distinctions between domains of norms. This study investigated whether mothers respond differently to moral, prudential, and pragmatic norms during the 2nd year, a period that precedes the time when children are able to make explicit distinctions between these norms. Sixty mothers of infants between 11 and 23 months were interviewed. Mothers' reports of their initial interventions, changes in intervention following noncompliance, and emotional reactions depended on normative domain. Initial interventions were less differentiated by domain for mothers of older than for mothers of younger children. These findings suggest that children have social experiences in the 2nd year that are associated with distinctions among normative domains.  相似文献   

Middle School Students Need More Opportunities to Read Across the Curriculum     

Joseph Sanacore  Anthony Palumbo 《Clearing house (Menasha, Wis.)》2013,86(5):180-185

Independent reading in the content areas is essential for advancing students’ literacy growth through the grades. Middle school students, in particular, profit from opportunities to engage in actual reading and, simultaneously, to be supported from an appropriate structure. Specifically, they need substantial time to read, frequent immersion in a variety of texts, easy access to balanced classroom libraries to support in-school and at-home reading, active participation in drama-based activities, and interesting contexts for learning word meanings. These and other sources of support increase the effectiveness of independent reading across the curriculum by helping middle school students not only improve their reading, but also enjoy reading as a lifetime activity.  相似文献   

Needed: Homework Clubs for Young Adolescents Who Struggle with Learning     

Joseph Sanacore 《Clearing house (Menasha, Wis.)》2013,86(2):98-102

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The Rockefeller rhetoric: Writing speeches for the 1970 campaign     

Joseph E. Persico 《Communication quarterly》2013,61(2):57-62

The author of this article is Governor Nelson A. Rockefeller's chief speech writer. The article deals with professional speechwriting both generally, and specifically, with regard to the 1970 New York State gubernatorial campaign. It describes the qualities sought in speech writers, how the speech writing effort proceeds, some rhetorical effects sought, and provides somewhat more detail about the typical procedure in preparing one speech.  相似文献   

Cowboys,Angels, and Demons: American Exceptionalism and the Frontier Myth in the CW's Supernatural     

Joseph M. Valenzano III  Erika Engstrom 《Communication quarterly》2013,61(5):552-568

The CW network series Supernatural (2005–) draws its text from the horror and fantasy genres as well as religious mythology. Concurrently, it transmits a core “American” mythos. As its protagonists keep watch along a supernatural frontier and eradicate threats to the American way of life, this program both reinforces and alters aspects of the frontier myth and the myth of American exceptionalism by depicting its main characters as representations of America writ large whose mission has grown from an appointment by God to being equals to God. In this manner, Supernatural forwards a new American exceptionalism through the notion that America is exceptional because it is not just divinely appointed by God, but is divine itself.  相似文献