The incompatibility of science and religion sustained: A reply to our critics     

Martin Mahner  Mario Bunge 《Science & Education》1996,5(2):189-199

This article replies to a number of criticisms levelled at us by Tom Settle, Hugh Lacey, Michael Poole, Brian Woolnough, John Wren-Lewis, and Harold Turner in a series of comments on our paper entitled ‘Is religious education compatible with science education?’ By offering counter-arguments and by clarifying certain misunderstandings, we show that these criticisms fail to affect our position.  相似文献   

Students' preconceptions of the nature of gases     

Darryl L. Benson  Merlin C. Wittrock  Mario E. Baur 《科学教学研究杂志》1993,30(6):587-597

A total of 1098 students, from second graders to university chemistry students, drew representations of highly magnified views of air at 1.0 atmosphere of pressure and at 0.5 atmosphere of pressure. The drawings were classified and the authors inferred from them a relatively limited number of preconceptions of the nature of gases. Several major trends occurred in the frequencies of these inferred preconceptions held at different grade levels. The majority of the drawings that were not in fairly close agreement with atomic theory seemed to reflect one or more of the following misconceptions: (a) air is a continuous (nonparticulate) substance, (b) gas behavior is similar to liquid behavior, and (c) there is relatively little space between gas particles. The number of drawings that gave evidence of particulate views ranged from 8% for Grades 2–4 to 85% for university chemistry students. However, 33% of the university students' drawings showed highly packed particles, and only 37% showed particles in an approximately correct geometrical distribution. The authors suggest a technique for promoting conceptual change among students who possess alternative views of the nature of gases.  相似文献   

Outcomes of the Bologna Process in LIS higher education: Comparing two programs in Europe     

Mario Pérez-Montoro  Anna Maria Tammaro 《International Information and Library Review》2012,44(4):233-242

PurposeThe Bologna Process (BP) approach is distinguished by its emphasis on outcomes, moving the criteria for quality from input (what faculty teaches) to learning outcomes (what students will be able to do).MethodologyThe authors want to look at the issues and opportunities involved in applying the learning outcomes approach in two southern European countries with similar traditions and no previous experience of this approach. Data were collected from a documentary review based on official documents and open statistics and a survey of selected stakeholders connected to the LIS schools of Parma and Barcelona.FindingsWithin the BP framework, the LIS schools of Parma and Barcelona have distinctive missions and goals but differ in their approach to defining the attributes they expect of their graduates. Although LIS as an academic and educational undertaking has common historical roots in Spain and Italy, research and education since BP has developed in different directions.LimitationsFindings are based on the context of higher education in Italy and Spain, although the focus is on the two LIS schools of Parma and Barcelona.Originality/value of the paperThere are definite barriers to using learning outcomes as a measure of quality enhancement for LIS educational programs. Not least is the challenge of developing a list of learning outcomes that stakeholders at both national and international level can agree on. Nevertheless, this study concludes that LIS learning outcomes in Europe should be investigated as a means of benchmarking and determining the feasibility of guidelines regarding the equivalency and reciprocity of professional LIS qualifications.  相似文献