From Exploration to Instruction: Children Learn From Exploration and Tailor Their Demonstrations to Observers’ Goals and Competence     

Hyowon Gweon  Laura Schulz 《Child development》2019,90(1):e148-e164

This study investigated whether children learn from exploration and act as effective informants by providing informative demonstrations tailored to observers’ goals and competence. Children (4.0–6.9 years, N = 98) explored a causally ambiguous toy to discover its causal structure and then demonstrated the toy to a naive observer. Children provided more costly and informative evidence when the observer wanted to learn about the toy than observe its effects (Experiment 1) and when the observer was ordinary than exceptionally intelligent (Experiment 2). Relative to the evidence they generated during exploration, children produced fewer, less costly actions when the observer wanted or needed less evidence. Children understand the difference between acting-to-learn and acting-to-inform; after learning from exploration, they consider others’ goals and competence to provide “uninstructed instruction”.  相似文献   

Effect of Cognitive Style on Topographical Learning Across Life Span: Insights From Normal Development     

Maddalena Boccia  Francesca Vecchione  Antonella Di Vita  Simonetta D'Amico  Cecilia Guariglia  Laura Piccardi 《Child development》2019,90(2):462-470

Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence–independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence–independence on topographical learning (TL) across the life span: 195 individuals, including 54 healthy young-adults (age-range = 20–30), 46 teenagers (age-range = 11–14), and 95 children (age-range = 6–9) participated in this study. Field dependence–independence interacted with age in predicting TL. Also during childhood higher field independence was associated with better performances but not later in the life, that is, during adolescence and adulthood. This result suggests that field dependence–independence may have a role in fostering the acquisition of TL.  相似文献   

Examining Character Structure and Function Across Childhood and Adolescence     

Jennifer Shubert  Laura Wray-Lake  Amy K. Syvertsen  Aaron Metzger 《Child development》2019,90(4):e505-e524

Character strengths are an integral component of positive youth development that can promote flourishing. Developmental principles posit constructs become increasingly complex with age, yet this process has not been examined with character. Using a socioeconomically and ethnically diverse sample of 2,467 youth ages 9–19, bifactor models were estimated across elementary, middle, and high school-age groups to examine age differences in character structure and function. With successive age, a greater number of specific character strength factors were identified, suggesting character structure becomes more differentiated across adolescence. Results linking character bifactor models to indicators of positive functioning also supported differentiation in character function across ages. Findings point to the need for theoretical and empirical considerations of character structure and function across development.  相似文献   

Impact of model-based science curriculum and instruction on elementary students' explanations for the hydrosphere     

Ben Baumfalk  Devarati Bhattacharya  Tina Vo  Cory Forbes  Laura Zangori  Christina Schwarz 《科学教学研究杂志》2019,56(5):570-597

Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015 ; Gunckel et al., 2012 ; Zangori et al., 2015 ; Zangori et al., 2017 ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model-based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5-year, design-based research project focused on the development, implementation, revision, and testing of an enhanced, model-centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., 2015 a; b; Vo et al., 2015 ; Zangori et al., 2015 ; Zangori et al., 2017 ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling-enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling-enhanced version of the curriculum showed greater gains in their model-based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.  相似文献   

Conceptualising poverty as a barrier to learning through ‘Poverty proofing the school day’: The genesis and impacts of stigmatisation     

Laura Mazzoli Smith  Liz Todd 《British Educational Research Journal》2019,45(2):356-371

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Can the LCFF Improve Teaching and Learning for EL Students? A Review of the Emerging Research in California and Directions for Future Implementation     

Maria Estela Zarate  Patricia Gàndara 《Peabody Journal of Education》2019,94(2):157-175

Unlike previous school finance policies, California’s new Local Control Funding Formula (LCFF) has the potential to more equitably distribute funding to public schools. Having only recently been implemented, the impact of this policy is still under examination. However, emerging research points to the shortcomings of the policy, including the lack of explicit focus on English learners (EL). Many of the limitations of the LCFF can be attributed to the lack of spending accountability and specific measurable outcomes in the Local Control Accountability Plan (LCAP). This article discusses remedies and recommendations for increased attention and accountability for EL students in future implementations of the LCFF and LCAP.  相似文献   

Impact of math self-efficacy,math anxiety,and growth mindset on math and science career interest for middle school students: the gender moderating effect     

Huang  Xiaoxia  Zhang  Jie  Hudson  Laura 《European Journal of Psychology of Education - EJPE》2019,34(3):621-640

European Journal of Psychology of Education - This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting...  相似文献   

Comparing the Information Needs and Experiences of Undergraduate Students and Practicing Engineers     

Margaret Phillips  Michael Fosmire  Laura Turner  Kristin Petersheim  Jing Lu 《The Journal of Academic Librarianship》2019,45(1):39-49

Practicing engineers and undergraduate engineering and technology students seek and use information differently within the research and design process. This paper presents the results of a survey conducted by librarians at Purdue University and information specialists at Caterpillar Inc. to analyze self-reported information habits and challenges of both user populations. The authors created surveys containing similar questions for each user group, using a framework that asked participants to think about their information needs and use during a recent engineering project. The survey questions discerned users' confidence in their information abilities, and their preferences and barriers for finding and using information.The results of this study reveal differences between students and engineers and are informative for both academic and corporate librarians. Key findings affirm previous research that novices are more confident in their abilities than experts. Additionally, the findings suggest undergraduates prefer quick, easy to digest content like online videos and news, while engineers are more likely to learn by consulting a colleague or other subject expert, and through reading journals and trade literature. While students rated themselves as more confident information users, engineers reported working in a more complex information landscape, which includes internal document management systems and numerous places to look for technical information. Findings within this paper can inform the development of information literacy curricula that better parallels the corporate environment, and can give corporate librarians insight into how recent graduates may expect to interact with information in a new work environment.  相似文献   

Understanding government social media users: an analysis of interactions on Immigration,Refugees and Citizenship Canada Twitter and Facebook     

Maria Gintova 《Government Information Quarterly》2019,36(4):101388

Social media is being adopted at a rapid pace by governments around world and across different levels of government. In Canada, federal, provincial and municipal governments created social media accounts in 2000s and are now using them to interact with the public. Studies to date, however, focus primarily on social media strategies and practices of government agencies while government social media users' behaviors and perspectives remain understudied. This study analyzes experiences of government social media users and how they interact on Twitter and Facebook accounts maintained by a Canadian federal government agency – Immigration, Refugees and Citizenship Canada (IRCC). It also explores why users chose to interact on social media as well as their perspectives. The findings suggest that Canadian immigration agencies are using social media as a customer services tool, and migrant social media users are turning to government social media to hear directly from the government agencies and are expecting personalized answers.  相似文献   

From Ancient Greece to Modern Education: Universality and Lack of Generalization of the Socratic Dialogue     

Andrea P. Goldin  Laura Pezzatti  Antonio M. Battro  Mariano Sigman 《Mind, Brain, and Education》2011,5(4):180-185

Two thousand four hundred years ago Socrates gave a remarkable lesson of geometry, perhaps the first detailed record of a pedagogical method in vivo in history [ Plato. (2008) . Apología de Sócrates. Menón. Crátilo. Madrid: Alianza Editorial]. Socrates asked Meno's slave 50 questions requiring simple additions or multiplications. At the end of the lesson the student discovered by himself how to duplicate a square using the diagonal of the given one as the side of the new square. We studied empirically the reproducibility of this dialogue in educated adults and adolescents of the 21st century. Our results show a remarkable agreement between Socratic and empiric dialogues. Even in questions in which Meno's slave made a mistake, within an unbounded number of possible erred responses, the vast majority of participants produced the same error as Meno's slave. Our results show that the Socratic dialogue is built on a strong intuition of human knowledge and reasoning which persists more than 24 centuries after its conception, providing one of the most striking demonstrations of universality across time and cultures. At the same time, they also emphasize its educational failure. After following every single question including Socrates' “diagonal argument,” almost 50% of the participants failed to learn the simplest generalization when asked to double the area of a square of different size.  相似文献