The Use of Criteria in Argumentation and the Construction of Environmental Concepts: A university case study     

Araitz Uskola  Gurutze Maguregi  María‐Pilar Jiménez‐Aleixandre 《International Journal of Science Education》2013,35(17):2311-2333

We have analysed the processes of argumentation of three university student groups (A: six students, C: five students, and J: seven students) while making a decision about an environmental problem (selection of a heating system). The discussions took place in three 1½‐hour sessions that were audio‐taped and transcribed. For the analysis of the oral discussions, on the one hand, we have taken into account some of the dimensions characterising the quality of this decision‐making process, including the number and variety of criteria utilised, whether criteria, which did not favour the selected option, were considered and whether priorities were established among criteria, and, on the other hand, the use of environmental concepts such as renewable and sustainability as well as the meanings that were constructed for both concepts. We have determined that the students in this study proposed and utilised, both explicitly and implicitly, a high number and great variety of criteria to support their choices, although they were rarely able to consider contradictory evidence; that is, those that demonstrated disadvantages of the option selected. In terms of the construction of knowledge, we observed that in some groups the proposed task favoured the construction of a concept of sustainability that took the future into consideration and which was utilised as the most important justification in their selection. In terms of the concept of renewable, we found that they did not relate depletion of resources to economic consequences. We discuss the implications for the educational competence development.  相似文献   

Scaffolding young children’s understanding of symbolic objects     

Olga Peralta  Analía Salsa  María del Rosario Maita  Florencia Mareovich 《Early Years: An International Journal of Research and Development》2013,33(3):266-274

Symbolic objects are cognitive tools children must learn to master very early in life. A crucial factor in cognitive development is the instruction or informational support children receive in social contexts. While numerous studies have investigated the relation between instruction and development in various domains, like language or symbolic play, still little is known concerning the role of this factor in the comprehension of symbolic objects. The purpose of this article is to illustrate with an overview of the results of the authors’ research how instruction scaffolds the comprehension and use of symbolic objects. In this framework instruction is conceived as a process that mediates the skills that children develop and meanings they build. Some educational implications are discussed.  相似文献   

Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning     

Dario Banegas  Anahí Pavese  Aurelia Velázquez  Sandra María Vélez 《Educational Action Research》2013,21(2):185-201

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.  相似文献   

¿Han sido seleccionados o se han acostumbrado? Ideas de estudiantes de biología sobre la selección natural y consistencia entre ellas     

María Pilar Jiménez  Joaquín Fernández 《Infancia y Aprendizaje》2013,36(47):67-81

Resumen

Estudiantes universitarios de Biología, ante problemas de respuesta abierta sobre la selección natural, utilizan, en porcentajes alarmantes, interpretaciones que consideran la adaptación como cambios heredables en los individuos. Se encontró un cierto grado de consistencia entre las respuestas de cada sujeto a los problemas en diferentes contextos; pero hay también casos en que una persona empleó esquemas conceptuales diferentes. Se sugiere que una de las condiciones para promover el cambio conceptual es que los profesores tengan en cuenta las ideas de los estudiantes.  相似文献   

La violencia en la Televisión: Su impacto entre los niños y adolescentes     

Joaquín María Aragó Mitjans 《Infancia y Aprendizaje》2013,36(8):71-84

RESUMEN

La influencia de la televisión en la educación de los niños es ya un hecho innegable. La violencia de los contenidos de los programas ha aumentado considerablemente. Los estudios realizados en este campo indican que las escenas agresivas aumentan la agresividad de los televidentes, especialmente de los niños menos formados. La televisión es así un medio de modelaje que bien utilizado podría ser positivo.  相似文献   

Los libros del año 1991     

Antonio Matamala  José A. León  Mar Mateos  Rosario Ortega  Ignasi Vila  Antonio Bautista 《Infancia y Aprendizaje》2013,36(57):117-133

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El consumo en las enseñanzas medias y preuniversitarias     

María Teresa García 《Infancia y Aprendizaje》2013,36(35-36):175-194

Resumen

Desde un Instituto de Bachillerato se propone una programación que contempla diversos aspectos relacionados con el Consumo y que tiende a estimular una actitud consciente y analítica desde la vida escolar. Se desarrolla en torno a las asignaturas del Seminario de Ciencias Naturales, aunque propicia frecuentes relaciones multidisciplinares.  相似文献   

Rapid production of protein-loaded biodegradable microparticles using surface acoustic waves     

Mar Alvarez  Leslie Y. Yeo  James R. Friend    Milan Jamriska 《Biomicrofluidics》2009,3(1)

We present a straightforward and rapid surface acoustic wave (SAW) atomization-based technique for encapsulating proteins into 10 μm order particles composed of a biodegradable polymeric excipient, using bovine serum albumin (BSA) as an exemplar. Scans obtained from confocal microscopy provide qualitative proof of encapsulation and show the fluorescent conjugated protein to be distributed in a relatively uniform manner within the polymer shell. An ELISA assay of the collected particles demonstrates that the BSA survives the atomization, particle formation, and collection process with a yield of approximately 55%. The SAW atomization universally gave particles with a textured morphology, and increasing the frequency and polymer concentration generally gave smaller particles (to 3 μm average) with reduced porosity.  相似文献   

From agents of reform to subjects of change: The teaching crossroads in Latin America     

Rosa María Torres 《Prospects》2000,30(2):255-273

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Fitness,physical activity and academic achievement in overweight/obese children     

Cristina Cadenas-Sanchez  Jairo H. Migueles  Irene Esteban-Cornejo  Jose Mora-Gonzalez  Pontus Henriksson  María Rodriguez-Ayllon 《Journal of sports sciences》2020,38(7):731-740

ABSTRACT

The aim of this study was to examine the associations of fitness and physical activity with academic achievement in children with overweight/obesity. A total of 106 (10.0 ± 1.1y, 61 boys) children participated. The fitness components were assessed by field and laboratory-based tests. Physical activity was measured via accelerometry. The academic achievement was assessed by a standardised test and school-grades. Field-based cardiorespiratory fitness was associated with language skills (ß-standardised- ranging from 0.281 to 0.365, p < 0.01). The field-based muscular strength was associated with grade point average, natural and social sciences, and foreign language (ß = 0.280–0.326, all p ≤ 0.01). Speed-agility was associated with some language-related skills (ß = 0.325–0.393, all p ≤ 0.01). The laboratory-based muscular strength also showed an association with mathematics skills (ß = 0.251–0.306, all p ≤ 0.01). Physical activity did not show significant association with academic achievement (p > 0.01). Overall, the significant associations observed for muscular strength and speed/agility were attenuated and disappeared in many cases after additional adjustments for body mass index and cardiorespiratory fitness, indicating that these associations are inter-dependent. Our study contributes by indicating that other fitness components apart from cardiorespiratory fitness, such as muscular strength and speed-agility, are positively associated with academic achievement. However, these associations appear to be dependent on body mass index and cardiorespiratory fitness.  相似文献