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91.
ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to. 相似文献
92.
In this study, we used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context. 相似文献
93.
A sample of 444 (245 males and 199 females) Nationally Certified School Psychologists were surveyed to determine which causes of dropping out should be national priorities. A Principal Axis Factoring with oblimin rotation was conducted using the 42-item School Psychologist's Dropout Survey. The five factors which emerged were Criminal/Victimization, Different from Peer Group, School Conflict, Dysfunctional Family/Lack of Support, and Family Responsibilities. The factors comprised of items with loadings of .40 or higher were added together for each factor to obtain subscale total scores for each participant. Then, for each subscale all total scores were added together and divided by 444 to obtain an average subscale total score for the entire sample. This process was followed for all five subscales. Finally, the average subscale scores were ranked to identify which causes of dropping out were viewed by school psychologists as the most important national priority. School psychologists perceived school conflicts and dysfunctional families as the primary causes of dropping out that should be national priorities. © 1998 John Wiley & Sons, Inc. 相似文献
94.
Terry A. Stinnett Kay S. Bull Danel A. Koonce Jennifer O. Aldridge 《Psychology in the schools》1999,36(1):51-59
Across the United States, children with behavioral and emotional problems receive one of a variety of labels if they are determined eligible for special education services. Labels like SED, EBD, and BD can result in lowered or negative expectations that others have for these children. This study investigated the effects of label, child's gender and race, child's educational placement, and availability of definitional information on prognostic judgments for children with behavior problems. Three‐hundred‐sixty‐three undergraduate students enrolled in teacher education courses read a vignette and completed a prognostic outlook questionnaire. The questionnaire items asked for judgments about the likelihood of further behavioral disruption, the likelihood of developing and maintaining adequate interpersonal relationships, and requested an estimate of overall adjustment of the child. The vignette described an elementary school child with behavior problems and its content was held constant. Gender (boy vs. girl), race (African American vs. Caucasian), educational placement (receiving special education services full‐time through inclusion vs. self‐contained), diagnostic label (BD vs. EBD vs. SED) and definition of the disorders (present vs. absent) were varied. There was a label × race × placement interaction and a label × definition interaction for the behavioral disruptiveness dependent measure. Under the inclusion condition White children who had the SED or EBD label were rated to be significantly more likely to be disruptive than children with the BD label. For the 2‐way interaction when no definitional information was given children who had the SED label were rated more likely to be disruptive than children who had either the EBD or BD labels. There was also a significant gender × race × definition interaction on the overall adjustment measure. However, post hoc contrasts were not significant and no conclusions were drawn other than that the effect was minimal. There was a significant main effect of gender on the interpersonal relationships variable. Girls were judged as significantly more likely to develop appropriate interpersonal relationships with others than were boys. No other significant effects were noted. © 1999 John Wiley & Sons, Inc. 相似文献
95.
Derek Cheung Hong-jia Ma Jie Yang 《International Journal of Science and Mathematics Education》2009,7(6):1111-1133
The importance of research on misconceptions about chemical equilibrium is well recognized by educators, but in the past,
researchers’ interest has centered on student misconceptions and has neglected teacher misconceptions. Focusing on the effects
of adding more reactants or products on chemical equilibrium, this article discusses the various misconceptions held by high
school teachers. A misconception test was administered to two samples of chemistry teachers in Nanjing, China. Of the 109
teachers who participated in the test, only one understood that adding more CS2 gas to the equilibrium system CS2(g) + 4H2(g) ⇌ CH4(g) + 2H2S(g) at constant pressure and temperature can shift the equilibrium to the reactant or product side, depending upon the amount
of CS2 in the initial equilibrium system. Most of the teachers relied on Le Chatelier’s principle and thus made erroneous predictions.
The misconception test also revealed that those teachers who managed to compute equilibrium constants had a limited conceptual
understanding of chemical equilibrium. Implications of these findings for teacher education and chemistry curriculum development
are discussed. 相似文献
96.
Interactivity, group learning and student engagement are accepted as key features of social constructivist learning theories.
The challenge is to understand the interplay between such features in different learning environments. This study focused
on the qualitative differences between two interventions—small-groups and whole-class discussions. In both interventions,
three short video slices on the abstract topic ‘the physics of superconductivity’ were interspersed with the different discussion
styles. The video slices are based on the Bruner stages. Twenty-nine first year university physics students completed a pre-test,
underwent the intervention and completed a post-test. The remainder of the data were collected from student drawings, video
recordings, observer notes and facilitator feedback. Results indicate that the use of the video slices in both interventions
were successful in changing students’ understandings of superconductivity. However, the small groups treatment tended to facilitate
questioning, meaning-making and subsequent changes of ideas more so than the whole class discussions. Implications for research
and practice are discussed. 相似文献
97.
98.
Luca Oppici Derek Panchuk Fabio Rubens Serpiello Damian Farrow 《European Journal of Sport Science》2018,18(7):947-954
This study investigated how learning a passing skill with futsal or soccer task constraints influenced transfer to a new task. Futsal (n?=?24, 13.6?±?1.2 years old, 7.0?±?1.6 years of experience) and soccer (n?=?24, 13.6?±?1.2 years old, 6.8?±?1.2 years of experience) players performed two 5v5?+?goalkeeper modified games – a futsal-like task (small playing area with the futsal ball) and soccer-like task (large playing area with the soccer ball). Participants’ passing accuracy and their orientation of attention were assessed during the two tasks. The futsal group improved their passing accuracy (ES?=?0.75?±?0.61) from the futsal-like to the soccer-like task, and they were more accurate than soccer players (ES?=?2.98?±?2.96). Conversely, the soccer group’s passing accuracy remained stable across the two tasks (ES?=?0.10?±?0.52) and it was similar to the futsal group in the futsal-like task (ES?=?0.58?±?1.93). This indicates a higher magnitude of transfer (and adaptability) from performing passes in a small playing area with short time to act – futsal task constraints – to a larger playing area with longer time – soccer task constraints – than vice-versa. Furthermore, the futsal group showed a higher adaptation of attention orientation to the affordances that emerged with the soccer task constraints, which is suggested to be one of the main mechanisms promoting skill transfer. These results encourage soccer practitioners to introduce futsal task constraints to fast-track players’ ability to functionally adapt perception–action coupling. 相似文献
99.
This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools. 相似文献
100.