The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation     

Meghan Bathgate  Amanda Crowell  Christian Schunn  Mac Cannady  Rena Dorph 《International Journal of Science Education》2013,35(10):1590-1612

Engaging in science as an argumentative practice can promote students’ critical thinking, reflection, and evaluation of evidence. However, many do not approach science in this way. Furthermore, the presumed confrontational nature of argumentation may run against cultural norms particularly during the sensitive time of early adolescence. This paper explores whether middle-school students’ ability to engage in critical components of argumentation in science impacts science classroom learning. It also examines whether students’ willingness to do so attenuates or moderates that benefit. In other words, does one need to be both willing and able to engage critically with the discursive nature of science to receive benefits to learning? This study of middle-school students participating in four months of inquiry science shows a positive impact of argumentative sensemaking ability on learning, as well as instances of a moderating effect of one's willingness to engage in argumentative discourse. Possible mechanisms and the potential impacts to educational practices are discussed.  相似文献   

Human Movement Forms as Meaning-Structures: Prolegomenon     

Roselyn E. Stone 《Quest (Human Kinetics)》2013,65(1):10-17

Economic downturns are sudden and sharp reminders that public universities must shift their reliance on state appropriations to other sources of revenue. The recent economic crisis is another reminder that many sources of revenue must be sought for the continued vitality of public higher education in the United States. The ways and means for producing needed revenue encompass freeing up funds internally through a variety of approaches and creating new revenue streams. Prosperity depends on the creativity of our collective approach to the notion of revenue.  相似文献   

Ages of admission to educational institutions in Tudor and Stuart England: a comment     

Lawrence Stone 《History of education》2013,42(1)

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The Use of ICT in Education: a survey of schools in Europe     

Patricia Wastiau  Roger Blamire  Caroline Kearney  Valerie Quittre  Eva Van de Gaer  Christian Monseur 《European Journal of Education》2013,48(1):11-27

The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.  相似文献   

Using symbolic convergence theory to discern and segment motives for enrolling in professional master's degree programs     

John F. Stone 《Communication quarterly》2013,61(2):227-243

In a preliminary effort to stem a steep decline in graduate enrollments, a regional comprehensive university began a search for its perceived market advantages. Using the tenets of Bormann's (1985) Symbolic Convergence Theory, the investigation identified fantasy types involved in student decisions to enroll and, after surveying new students (N = 739) over a four year period, isolated two emergent rhetorical visions ～ “Better Program, Quality University,” and “Small Campus, Big Opportunity”‐that were shared, to differing degrees, by students in professionally diverse academic programs. Results are discussed in terms of what they suggest about promoting professional master's degree programs generally, and communication programs specifically, and what they reveal about the saliency of rhetorical visions.  相似文献   

Feminism and curriculum: Getting our act together     

Madeleine Grumet  Lynda Stone 《课程研究杂志》2013,45(2):183-197

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Practising Helps: Thermodynamics,History, and Experiment     

Sichau  Christian 《Science & Education》2000,9(4):389-398

Teaching undergraduate students thermodynamics is quite often reduced to a mere mathematical treatment of Gedankenexperimente based on the two abstract fundamental postulates of thermodynamics. In a course given at the University of Oldenburg we attempt to remedy the deficiencies of such courses. Our aims are twofold: First we try to take the historical context into consideration in order to illustrate the importance of the socio-economical development for the scientific progress. Secondly, we include experimental work into the course. Here, we use replications of past experiments. In this paper I will describe the course and compare it, firstly, with two ``classical' approaches represented by the textbooks of H.B. Callen and F. Reif; secondly, I will point out the advantages the use of replications have compared to ``modern adaptions'.  相似文献   

An interpretive profile for the slosson intelligence test     

Mark Stone 《Psychology in the schools》1975,12(3):330-333

The Slosson Intelligence Test (SIT) is an age scale of intelligence with demonstrated reliability and high validity coefficients correlated to the Stanford-Binet. The items of the SIT were classified according to a scheme resembling Valett's classification of Stanford-Bmet test, items. A comparison of the classifications was made and an explanation given of how the interpretive profile can be used to enhance the value of the SIT.  相似文献   

Liquidity and attachment in the mobile hookup culture. A comparative study of contrasted interactional patterns in the main uses of Grindr and Tinder     

Christian Licoppe 《Journal of Cultural Economy》2020,13(1):73-90

ABSTRACT

This study compares the interactional practices for the main types of uses of the mobile dating applications Grindr and Tinder. The analysis shows that in both cases, a majority of users share a similar orientation towards a linguistic ideology regarding ordinary conversation as a social institution, as topic-based, as allowing individuals to share and update knowledge so as to enable rapport and intimacy. However, Grindr and Tinder users take almost opposite conversational stances regarding the organization of casual hookups as sexual, one-off encounters with strangers. While many gay Grindr users have to chat to organize quick sexual connections, they become wary of the way their electronic conversations might waylay them into more personal relationships and they try to prevent this by developing an interactional genre made of laconic, fact-checking and very short exchanges. On the other hand, many heterosexual users on Tinder are looking to achieve topically-rich chat conversations. Their interactional dilemma, then, is the achievement of such topically-rich conversation, but with complete strangers. The interaction-oriented comparison provides a more detailed and subtle perspective of the alleged ‘liquefaction’ of romantic relationships into a casual hookup culture through the use of location-aware mobile dating applications.  相似文献   

Depression,suicide, and the gifted student: A primer for the school psychologist     

Denise L. Winsor  Christian E. Mueller 《Psychology in the schools》2020,57(10):1627-1639

Growing up gifted often means growing up “different.” As schools struggle to provide appropriately designed interventions for student mental health issues, the role of the school psychologist is becoming increasingly important. In the present article, the role of the school psychologist is discussed, particularly as related to helping gifted students who may be manifesting symptoms of depression, suicidal ideation, and potentially suicidal behavior. Further, a holistic intervention approach is advocated and that accounts for four growth factors—intrapersonal, interpersonal, environmental/contextual, and developmental. Importantly, the specific strategies discussed are designed to help the school psychologist in their many capacities of helping gifted students thrive. Increasingly, however, it must also be recognized that the role of the school psychologist has expanded in recent years, and thus many of the intervention strategies offered may require a team of professionals to effectively implement. Regardless, the strategies discussed are designed to help gifted students thrive in the school setting.  相似文献