Assessment of practical work   总被引：1，自引：0，他引：1  

Derek Hodson 《Science & Education》1992,1(2):115-144

In recent years, much attention has been focused on the need to develop effective and efficient strategies and procedures for the assessment of laboratory work. Increasingly, the emphasis has moved towards a skills-based approach. The paper addresses a number of philosophical issues concerning this orientation and argues that the skills-based approach is philosophically unsound (because it isn't based on a valid model of science), educationally worthless (because it trivializes learning) and pedagogically dangerous (because it encourages bad teaching). An alternative, more holistic approach to assessment, based on a more valid model of scientific practice, is proposed.  相似文献   

Time limits in testing: An analysis of eye movements and visual attention in spatial problem solving          下载免费PDF全文

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2017,10(6):528-537

Individuals with an aptitude for interpreting spatial information (high mental rotation ability: HMRA) typically master anatomy with more ease, and more quickly, than those with low mental rotation ability (LMRA). This article explores how visual attention differs with time limits on spatial reasoning tests. Participants were assorted to two groups based on their mental rotation ability scores and their eye movements were collected during these tests. Analysis of salience during testing revealed similarities between MRA groups in untimed conditions but significant differences between the groups in the timed one. Question‐by‐question analyses demonstrate that HMRA individuals were more consistent across the two timing conditions (κ = 0.25), than the LMRA (κ = 0.013). It is clear that the groups respond to time limits differently and their apprehension of images during spatial problem solving differs significantly. Without time restrictions, salience analysis suggests LMRA individuals attended to similar aspects of the images as HMRA and their test scores rose concomitantly. Under timed conditions however, LMRA diverge from HMRA attention patterns, adopting inflexible approaches to visual search and attaining lower test scores. With this in mind, anatomical educators may wish to revisit some evaluations and teaching approaches in their own practice. Although examinations need to evaluate understanding of anatomical relationships, the addition of time limits may induce an unforeseen interaction of spatial reasoning and anatomical knowledge. Anat Sci Educ 10: 528–537. © 2017 American Association of Anatomists.  相似文献   

“Asking,Learning, Seeking Out”: An Exploration of Data Literacy for Teaching     

Jori S. Beck  Joseph John Morgan  Nancy Brown  Heather Whitesides  Derek R. Riddle 《The Educational forum》2020,84(2):150-165

Abstract

The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction.  相似文献   

Racial/ethnic differences in Medicaid expenditures on psychotropic medications among maltreated children     

Ramesh Raghavan  Derek S. Brown  Benjamin T. Allaire  Lauren D. Garfield  Raven E. Ross  Lonnie R. Snowden 《Child abuse & neglect》2014

This study quantifies racial/ethnic differences in Medicaid expenditures on psychotropic drugs among a national sample of children with suspected maltreatment. We linked 4,445 child participants in the National Survey of Child and Adolescent Well-Being (NSCAW) – consisting of children investigated for suspected abuse and neglect – to their Medicaid claims obtained from 36 states. We used propensity score matching to construct a comparison group of children without known child welfare involvement, and estimated two-part generalized linear models to examine differences in annual psychotropic drug expenditures per child between children of different races/ethnicities. When compared to a matched sample of children, African American and Latino children incur $292 and $144 less expenditures on psychotropic drugs, respectively, than white children. Among NSCAW children alone, African American children display $614 less spending on psychotropic drugs when compared to white children. Racial/ethnic differences in expenditures on psychotropic drugs occur among all children on Medicaid, but the differences are especially pronounced among African American children in contact with the child welfare system. These findings demonstrate that policymakers will need to pay special attention to the needs of children of color as Medicaid expansions proceed nationwide.  相似文献   

Craft and Narrative in DIY Instructions     

Derek Van Ittersum 《Technical Communication Quarterly》2014,23(3):227-246

This article examines tutorials from the Web site, Instructables.com, to highlight the rhetorical possibilities of including personal narratives in instructions. The narratives in these tutorials offer detailed accounts of their authors’ experiences when constructing their projects, thereby functioning as accounts of the authors’ craft knowledge. Pitched to amateur hobbyists, rather than the professional audiences of many forms of conventional technical communication, these tutorials offer new ways of teaching craft knowledge and techniques.  相似文献   

School leadership models: what do we know?     

Tony Bush  Derek Glover 《School Leadership & Management》2014,34(5):553-571

The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice.  相似文献   

Building a Case for a Sociocultural and Inquiry-Oriented View of Science Education     

Hodson  Derek 《Journal of Science Education and Technology》1999,8(3):241-249

Much constructivist writing has ignored the affective and social aspects of learning, concentrating instead on the rational appraisal of evidence involved in large scale cognitive change. This article identifies some of the social dimensions of learning and advocates a teaching approach that is sensitive to the various barriers encountered by a diverse body of students seeking to negotiate access into the subculture of school science.  相似文献   

Changing practice by changing practice: Toward more authentic science and science curriculum development     

Larry Bencze  Derek Hodson 《科学教学研究杂志》1999,36(5):521-539

Recent policy documents from the Ontario Ministry of Education called for teachers to present a more authentic view of the nature of scientific practice at all levels of education. Sadly, this call for substantial curriculum change coincided with severe cuts in the education budget. The authors describe how two teachers collaborated with a university‐based researcher/teacher educator to design and implement more authentic science in a Grade 7 classroom. The ways in which the teachers changed their views about science and science teaching, the anxieties they experienced, and the institutional constraints that impacted on their practice are discussed, and some more general features of the action research experience are described. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 521–539, 1999  相似文献   

Implementation Factors and Their Influence on Student Mathematics Outcomes     

Tasia Brafford  Beth Harn  Ben Clarke  Christian T. Doabler  Derek Kosty  Kathleen Scalise 《Learning disabilities research & practice》2023,38(1):5-14

Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure.  相似文献   

Real quantitativeness: what formal investigations can(not) show     

Lam  Derek 《Metascience》2022,31(1):125-128

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