Learning from inquiry‐based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience,epistemologies, and conceptual growth     

Carolyn S. Wallace  Mai Yin Tsoi  Jamie Calkin  Marshall Darley 《科学教学研究杂志》2003,40(10):986-1024

The use of inquiry‐based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry‐based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 986–1024, 2003  相似文献   

Creating next generation blended learning environments using mixed reality,Video Games and Simulations   总被引：1，自引：1，他引：1  

Sonny E. Kirkley  Jamie R. Kirkley 《TechTrends》2004,49(3):42-53

Summary The goal of this article has been to discuss next generation learning environments and next generation training technologies as well as the learning and design challenges faced in using these. Specifically, we discuss theoretical and design principles of constructivist learning environments and how advanced technologies can potentially support meeting these principles as well as the challenges they may pose to various types of designers, instructional, game, graphic and programming. To address methods for designing complex environments, we also address the use of methodologies and authoring systems with various tools to support the design process. In this context, to illustrate how tools can be used to help instructional design teams manage the complexities of developing for these environments. As an example, we discuss one tool,IIPI CREATE, that supports this process and organizes the development process  相似文献   

Preventing alcohol-exposed pregnancy among American-Indian youth     

Jamie Jensen  DenYelle Baete Kenyon  Jessica D. Hanson 《Sex education》2016,16(4):368-378

Research has determined that the prevention of alcohol-exposed pregnancies (AEP) must occur preconceptually, either by reducing alcohol intake in women planning pregnancy or at risk for becoming pregnant, or by preventing pregnancy in women drinking at risky levels. One such AEP prevention programme with non-pregnant American-Indian (AI) women is the Oglala Sioux Tribe (OST) Changing High-risk alcohOl use and Increasing Contraception Effectiveness Study (CHOICES) Programme, which shows promise in reducing AEP risk in AI women aged 18 or older. A community needs assessment was conducted with key informant interviews and focus groups with an emphasis on how to expand OST CHOICES. To identify relevant inter-related themes, a content analysis was conducted on qualitative feedback from the focus groups and interviews. Altogether, key informant interviews were completed with 25 health and social service professionals. Eight focus groups were held with 58 AI participants, including adult women of child-bearing age, elder women, and adult men. Several sub-themes regarding the prevention of AEP with youth were identified, expanding the OST CHOICES curriculum into the schools, and the role of family and culture within AEP prevention.  相似文献   

From places to paths: Learning for Sustainability,teacher education and a philosophy of becoming     

David A.G. Clarke  Jamie Mcphie 《Environmental Education Research》2016,22(7):1002-1024

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Emotion Regulation in Achievement Situations: An Integrated Model     

Jason M. Harley  Reinhard Pekrun  Jamie L. Taxer  James J. Gross 《教育心理学家》2019,54(2):106-126

Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with theories of achievement emotions such as R. Pekrun’s control-value theory (CVT) and the academic achievement literature. Moreover, ER has not been a focal point of major theories related to achievement emotions, such as CVT. We propose an integrated model of ER in achievement situations (ERAS) that integrates propositions about the generation of emotions from CVT with propositions about how emotions are regulated and types of ER strategies from PMER. The ERAS model also offers new propositions regarding how different achievement situations, object foci, and time frames, as well as discrete emotions with different appraisal patterns, impact ER strategies.  相似文献   

The significance of critical incidents and voice to identity and agency     

Jamie Huff Sisson 《Teachers and Teaching》2016,22(6):670-682

Human agency is significant to the understanding of professional identities and actions. It is through human agency that individuals can become powerful in changing or authoring their own identities. Stemming from a larger narrative inquiry focused on understanding the professional identities of public preschool teachers, this paper draws on cultural models theory to explore identity, agency and professional practice through the lived stories of CeCe, an African-American public preschool teacher from the United States. Findings demonstrate the influence of CeCe’s lived experiences to her developing sense of human agency and highlight the importance of critical incidents and voice to identity and human agency.  相似文献   

Improving Understanding and Collaboration Between Campus Ministers and College Counseling Center Personnel     

Jamie D. Aten 《Journal of College Counseling》2004,7(1):90-96

The purpose of this article is to bring attention to the collaborative relationship that can exist between campus ministers from diverse religious traditions and college counseling center personnel. The potential role of campus ministers in facilitating referrals for mental health services to college counseling center personnel is addressed, and recommendations for improving collaboration between them are made. Brief excerpts from campus ministers' written narratives are included to exemplify this collaboration.  相似文献   

Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices     

Alyssa Parr  Jamie Amemiya  Ming-Te Wang 《教育心理学》2019,39(5):636-658

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement. The sample consisted of 1307 sixth through eighth grade students (51.6% female, 59.0% White, 30.8% African American, and 10.3% other race; 42.3% receive free/reduced price lunch) from 70 mathematics classrooms. Results indicated that teachers who used more dialogic mathematics instruction had students who reported more enjoyment and pride, and less anger and boredom. Males and low-achieving students reported more positive and fewer negative emotions with greater dialogic instruction compared to their female and high-achieving counterparts.  相似文献   

Genital examinations for alleged sexual abuse of prepubertal girls: findings by pediatric emergency medicine physicians compared with child abuse trained physicians     

Makoroff KL  Brauley JL  Brandner AM  Myers PA  Shapiro RA 《Child abuse & neglect》2002,26(12):1235-1242

OBJECTIVE: This study compares abnormal genital examination findings made by pediatric emergency medicine (PEM) physicians to examinations by physicians with training in child sexual abuse in the evaluation of prepubertal girls for suspected sexual abuse. METHOD: A prospective study was performed following the genital examination by a PEM physician of prepubertal girls suspected of being sexually abused. A physician with training in child sexual abuse re-examined those girls whose examinations were interpreted as abnormal by the PEM physicians. The findings and interpretations of the PEM physician were then compared to those by the physicians with training in child abuse. RESULTS: Between October 1994 and October 1998, 46 patients diagnosed by PEM physicians with nonacute genital findings indicative of sexual abuse were re-examined by a physician with training in child abuse. The follow-up examinations were done 2 days-16 weeks (mean 2.1 weeks) after the emergency department visit. The physicians with training in child abuse concluded that only eight of these children (17%) showed clear evidence of abuse. Normal findings were noted in 32 children (70%), nonspecific changes were noted in 4 children (9%), and 2 children (4%) had findings that are more commonly seen in abused children than nonabused children but are not diagnostic for abuse (concerning for abuse). CONCLUSIONS: There was poor agreement between the pediatric emergency medicine physicians and the physicians with training in child sexual abuse. This study suggests that emergency medicine physicians should consider additional training in this area. In addition, all children with abnormal ED examinations should have follow-up examinations by a child abuse trained physician.  相似文献   

How Real is Too Real for the Law? Realism versus Right of Publicity in Video Game Design     

Jamie M. Litty 《广播与电子媒介杂志》2016,60(3):373-388

Realistic elements in video game design can inspire an appropriation claim, trademark dispute, or similar lawsuits, even when the underlying immaterial property from the real world was licensed. Video games can be First Amendment-protected expression, however, as in other media, there’s tension between the speech rights of creators and the personal rights of subjects. Furthermore, there’s disagreement from one jurisdiction to another regarding how much mimicry loses protection and how many dissimilarities are transformative enough to be lawful. Analysis of case law reveals a balancing act between protecting video games as expressive works and protecting individuals’ right of publicity.  相似文献