Social control as a factor in science curriculum change     

Derek Hodson 《International Journal of Science Education》2013,35(5):529-540

The contemporary school science curriculum may be regarded as the end‐product of a smooth evolutionary process or as the outcome of a series of decisions made by powerful individuals. The latter view is taken here and an attempt is made to interpret those decisions in terms of the vested interests of the decision makers. Attention is drawn to the need to scrutinize all proposals for science curriculum reform for underlying socio‐political motivation.  相似文献   

Measuring Growth With Vertical Scales     

Derek C. Briggs 《Journal of Educational Measurement》2013,50(2):204-226

A vertical score scale is needed to measure growth across multiple tests in terms of absolute changes in magnitude. Since the warrant for subsequent growth interpretations depends upon the assumption that the scale has interval properties, the validation of a vertical scale would seem to require methods for distinguishing interval scales from ordinal scales. In taking up this issue, two different perspectives on educational measurement are contrasted: a metaphorical perspective and a classical perspective. Although the metaphorical perspective is more predominant, at present it provides no objective methods whereby the properties of a vertical scale can be validated. In contrast, when taking a classical perspective, the axioms of additive conjoint measurement can be used to test the hypothesis that the latent variable underlying a vertical scale is quantitative (supporting ratio or interval properties) rather than merely qualitative (supporting ordinal or nominal properties). The application of such an approach is illustrated with both a hypothetical example and by drawing upon recent research that has been conducted on the Lexile scale for reading comprehension.  相似文献   

Impulsivity and Academic Cheating     

Eric M. Anderman  Pamela K. Cupp  Derek Lane 《Journal of Experimental Education》2013,81(1):135-150

The authors examined the relations between academic cheating and impulsivity in a large sample of adolescents enrolled in high school health education classes. Results indicated that impulsivity predicts academic cheating for students who report extensive involvement in cheating. However, students who engage in extensive cheating are less likely to report cheating when they perceive a mastery goal structure. In addition, both moderate and extensive cheaters report less cheating when they perceive the teacher as being credible.  相似文献   

Convergent and Divergent Thinking,Test-Anxiety,and Curiosity     

Derek Vidler 《Journal of Experimental Education》2013,81(2):79-85

Interrelationships between two motivational variables, test-anxiety and curiosity, and two cognitive variables, convergent and divergent thinking were tested using the measures of convergent and divergent thinking of J. P. Guilford and two self-report true-false scales of test-anxiety and curiosity. Ss were 212 undergraduates, 175 female and thirty-seven male. Based on findings and implications from earlier research, negative relationships of convergent and divergent thinking with test-anxiety, and positive relationships with curiosity were predicted. All correlations for the total group were found to be significant at the .05 level, those with anxiety higher than those with curiosity. Thus, there was support for the view that test-anxiety is negatively related and curiosity positively related to both convergent and divergent thinking. The results were discussed in terms of previous research, and educational implications.  相似文献   

The Role of Assessment in the ‘Curriculum Cycle’: a survey of science department practice     

Derek Hodson 《Research in Science & Technological Education》2013,31(1):7-17

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The end of innocence: critical approaches to Open and Distance Learning   总被引：1，自引：0，他引：1  

Derek Fordyce 《Open Learning》2013,28(3):27-32

In this article Elin Maher of the University of New Brunswick, Canada, notes that the proliferation of delivery media suggests the need to consider whether and how the medium affects student learning. This paper presents a case study which examines student perceptions of factors affecting learning, and discusses differences in perceptions between classes taught using two different delivery media.  相似文献   

Responding to expressed needs     

John Cowan  Carlos Alonzo‐Blanqueto  Derek Fordyce 《Open Learning》2013,28(3):23-26

In this article, John Cowan (Open University in Scotland), Carlos Alonzo‐Blanqueto (University of Merida, Yucatan) and Derek Fordyce (Heriot‐Watt University) describe their efforts to offer learners genuine openness as regards course content. They draw on three examples from diverse situations to illustrate their use of the ‘sideline tutor’, an arrangement by which learners can directly influence the choice of what they are about to learn and what the teacher teaches’.  相似文献   

Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender     

Derek Cheung 《Research in Science Education》2009,39(1):75-91

The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in grades Secondary 4–7 (approximately 16–19 years of age) in Hong Kong. Students' attitudes were surveyed using an attitude toward chemistry lessons scale (ATCLS), and subscale scores were produced on four dimensions: liking for chemistry theory lessons; liking for chemistry laboratory work; evaluative beliefs about school chemistry; and behavioral tendencies to learn chemistry. When the ATCLS data were subjected to two-way MANOVA, the interaction effect between grade level and gender on students' attitudes toward chemistry lessons was statistically significant. The interaction effect was attributable to scores on the theory lessons subscale and laboratory work subscale. Male students in Secondary 4 and 5 liked chemistry theory lessons more than their female counterparts. However, male students' liking for chemistry laboratory work declined when they progressed from Secondary 4 to Secondary 7; no such a significant decline in attitude toward chemistry laboratory work was found in females. Overall, both males and females were just marginally positive about chemistry lessons during the years of secondary schooling. Implications of these findings for curriculum design are discussed.  相似文献   

Perception-action coupling in complex game play: Exploring the quiet eye in contested basketball jump shots     

André Klostermann  Derek Panchuk  Damian Farrow 《Journal of sports sciences》2018,36(9):1054-1060

The duration of the final fixation before movement initiation – a gaze strategy labelled quiet eye – has been found to explain differences in motor expertise and performance in precision tasks. To date, research only addressed this phenomenon in situations without adversarial constraints. In the present study, we compared the quiet-eye behaviour of intermediately-skilled and highly-skilled basketball players in defended vs. undefended game situations. We predicted differences in quiet-eye duration as a function of skill and performance particularly resulting from late quiet-eye offsets. Results indicated performance-enhancing effects of long quiet-eye durations in the defended but not in the undefended game situation. Furthermore, in line with our prediction, later quiet-eye offsets were associated with superior performance elucidating the phenomenon’s relevance in online-demanding motor tasks. Further, earlier quiet-eye onsets were linked to successful performance supporting earlier suggestions that it is not only the duration but also the timing that matters. These findings not only extend the positive effects of the quiet eye in motor performance to dynamic game-play situations but also support the role of the quiet eye in response to programming and information processing respectively.  相似文献   

A Rawlsian algorithm for autonomous vehicles     

Derek?LebenEmail author 《Ethics and Information Technology》2017,19(2):107-115

Autonomous vehicles must be programmed with procedures for dealing with trolley-style dilemmas where actions result in harm to either pedestrians or passengers. This paper outlines a Rawlsian algorithm as an alternative to the Utilitarian solution. The algorithm will gather the vehicle’s estimation of probability of survival for each person in each action, then calculate which action a self-interested person would agree to if he or she were in an original bargaining position of fairness. I will employ Rawls’ assumption that the Maximin procedure is what self-interested agents would use from an original position, and then show how the Maximin procedure can be operationalized to produce unique outputs over probabilities of survival.  相似文献