A Remote Sensing Class Exercise to Study the Effects of El Niño in South America     

Moxey  Lucas Eduardo 《Journal of Science Education and Technology》2002,11(4):325-332

Satellite remote sensing techniques can be used for conducting environmental change detection studies following a natural disaster. Modern computer technology and free access to global satellite imagery allows educators to introduce undergraduate students to the fields of remote sensing and encourage their scientific participation through a research assignment that also serves as an educational exercise. The undergraduate physical science laboratory manuals used in higher education that contain printed remote sensing material often fail to effectively achieve these goals. This class exercise utilizes digital satellite imagery for studying the floods that resulted in the Paraná River region in South America during El Niño 1997–98. In addition, it examines vegetation cover and spectral profiles from the study area in order to further understand and assess the changes that were caused by this recurrent climatic anomaly.  相似文献   

The nature of scientific knowledge and student learning: Two longitudinal case studies     

Dr. Keith B. Lucas  Wolff-Michael Roth 《Research in Science Education》1996,26(1):103-127

This study was designed to investigate the relationship between students' views of the nature of scientific knowledge and their own learning of physics, and the evolution of this relationship over time. Twenty-three students enrolled in a physics course that emphasised laboratory work and discussions about the nature of science. Over a 15-month period, an extensive data base was established including student essays and interviews regarding their views of the nature of science and teaching and learning of physics. As part of an extensive data generation, students read a book on the epistemology of physics, wrote reflective essays, and subsequently discussed the epistemology of physics in class. Two intensive case studies are used to illustrate our understanding of students' views over time. Changes in students' views concerning the nature of scientific knowledge and of the science teaching and learning process, which were not always complementary, are described with the aid of a model. The findings of this research have direct relevance to the planning and implementation of science courses in which the development of understandings of the nature of science is an objective.  相似文献   

Literacy education and diversity: Toward equity in the teaching of reading and writing     

Tamara Lucas  Sandra R. Schecter 《The Urban Review》1992,24(2):85-104

The school-age population in North America is characterized by increasing linguistic, cultural, and ethnic diversity. The authors argue that non-mainstream students do not perform as well in schools as mainstream students (predominantly whilte, middle-class English speakers) because they are not equitably served by the educational system. They explore some of the complexities of educational equity and consider equity issues in the literacy education of language minority students from four different perspectives: individual student characteristics, sociocultural factors, language issues, and instructional issues. In support of their position, they examine each of these areas in turn, providing illustrations and analysis. They conclude with several principles upon which to build practices to make literacy education more equitable for all students.  相似文献   

The Effect of Precommitment on Student Achievement Within a Technology-Rich Project-Based Learning Environment     

Qiang Hao  Robert Maribe Branch  Lucas Jensen 《TechTrends》2016,60(5):442-448

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Science concept learning by English as second language junior secondary students     

Pui-Kwong Lai  Dr Keith B. Lucas  Ed V. Burke 《Research in Science Education》1995,25(1):115-124

Recent Chinese migrant students from Taiwan studying science in two Australian secondary schools were found to explain the meanings of selected science concept labels in English by translating from Chinese. The research strategy involved interviewing the students concerning their recognition and comprehension of the science concept labels firstly in Chinese and then in English. Mean recognition and comprehension scores were higher in Chinese than in English, with indications that Chinese language and science knowledge learnt in Chinese deteriorated with increasing time of residence in Australia. Rudimentary signs of the students being able to switch between Chinese and English knowledge bases in science were also found. Implications for teaching science to ESL students and suggestions for further research are discussed.  相似文献   

Biophysical AV data transfer     

Lucas G. Lawrence 《Educational technology research and development : ETR & D》1967,15(2):145-152

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Anticipatory contrast as a measure of time horizons in the rat: Some methodological determinants     

Gary A. Lucas  Donald J. Gawley  William Timberlake 《Learning & behavior》1988,16(4):377-382

In three experiments, the time horizon over which the rat evaluates alternative feeding sources was investigated. The time horizon was measured by the suppression of intake of one incentive (a 0.15% saccharin solution) when a preferred alternative incentive (a 32% sucrose solution) was available but delayed. In Experiment 1, we found a direct function between the amount of saccharin intake and the delay time before access to 32% sucrose. Compared with intake for a saccharin-only control, saccharin intake was suppressed before 4-min and 16-min sucrose delays, but not before a 32-min delay. Because previous work (Flaherty & Checke, 1982) had reported suppression before a delay of nearly 32 min, in the subsequent experiments we examined factors that might account for this difference. In Experiment 2, we found that saccharin intake was suppressed before a 32-min delay interval when saccharin and sucrose solutions were presented in a bright-novel test environment but not when the same solutions were presented in the home cage. In Experiment 3, we found that the time between testing and subsequent postsession feeding could also affect the suppression of saccharin intake. Saccharin intake was suppressed when access to 32% sucrose was delayed by 32 min and the test situation was followed by immediate postsession feeding, but not when postsession feeding was delayed by 90 min. These results thus extend estimates of the rat’s time horizon to at least 32 min, but indicate that the effective time horizon can vary, depending on the test situation.  相似文献   

Editorial     

Jeroen van den Hoven  Lucas D. Introna  Deborah G. Johnson  Helen Nissenbaum 《Ethics and Information Technology》1999,1(1):1-3

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Four dialogues and metalogues about the nature of science     

Professor Wolff-Michael Roth  Campbell J. McRobbie  Keith B. Lucas 《Research in Science Education》1998,28(1):107-118

We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge. The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use “belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21)  相似文献   

The relative effects of university success courses and individualized interventions for students with learning disabilities     

Maureen J. Reed  Deborah J. Kennett  Tanya Lewis  Eunice Lund‐Lucas  Carolyn Stallberg  Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400

Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills.  相似文献