The convergent validity of the cognitive preference construct     

Euwe Van Den Berg  Vincent N. Lunetta  Pinchas Tamir 《科学教学研究杂志》1982,19(5):417-424

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Predicting Adolescents’ Bullying Participation from Developmental Trajectories of Social Status and Behavior          下载免费PDF全文

J. Loes Pouwels  Christina Salmivalli  Silja Saarento  Yvonne H. M. van den Berg  Tessa A. M. Lansu  Antonius H. N. Cillessen 《Child development》2018,89(4):1157-1176

The aim of this study was to determine how trajectory clusters of social status (social preference and perceived popularity) and behavior (direct aggression and prosocial behavior) from age 9 to age 14 predicted adolescents’ bullying participant roles at age 16 and 17 (n = 266). Clusters were identified with multivariate growth mixture modeling (GMM). The findings showed that participants’ developmental trajectories of social status and social behavior across childhood and early adolescence predicted their bullying participant role involvement in adolescence. Practical implications and suggestions for further research are discussed.  相似文献   

The Development of the Theory of Electrolytic Dissociation     

De Berg  Kevin C. 《Science & Education》2003,12(4):397-419

The theory of electrolytic dissociation proved to be one of the most controversial in the history of chemistry. This paper examines the evidence proffered by Arrhenius, van't Hoff, and Ostwald in favour of the theory and outlines the objections raised by Armstrong, Fitzgerald, and Pickering. The controversy revolved partly around the nature of the emerging new chemistry and has important implications for the study of the nature of science. Some important observations are made in relation to the teaching and learning of chemistry.  相似文献   

Cognitive preferences: A validation study     

Euwe van den Berg  Vincent N. Lunetta  Pinchas Tamir 《Studies in Educational Evaluation》1978,4(2):107-120

In 1964 Health introduced the cognitive preference construct and used it to evaluate a new science curriculum. Since then the construct, adapted from research on cognitive styles, has been used in many research and evaluation studies. More recently, however, a number of questions have been raised concerning the validity of findings and analytical techniques employed in these studies. Ultimately the validity of the cognitive preference construct itself is being questioned.In this article a framework for examining validity evidence for the cognitive preference construct is developed; the literature on cognitive preferences in the context of this framework is reviewed, and the validity evidence developed in one recent study is presented and discussed.  相似文献   

Format Effects of Empirically Derived Multiple-Choice Versus Free-Response Instruments When Assessing Graphing Abilities     

Craig Berg  Stacy Boote 《International Journal of Science and Mathematics Education》2017,15(1):19-38

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Stepping into other people’s shoes proves to be a difficult task for high school students: assessing historical empathy through simulation exercise     

Jukka Rantala  Marika Manninen  Marko van den Berg 《课程研究杂志》2016,48(3):323-345

In 2011, the Finnish National Board of Education assessed the learning outcomes of history with a study whose results raised doubts about the fulfilment of the goals of history education. This article seeks to expand awareness about Finnish adolescents’ understanding of historical empathy. The study assessed twenty-two 16–17-year-old high school students’ ability to understand predecessors’ actions in particular historical situations. The study also examined how well a simulation exercise works as a tool of empathy teaching and evaluation. Students participated in the simulation and afterwards the students were interviewed. They also participated in a survey that measured their attitudes before and after the exercise, and wrote an essay at the end of the course. The results of the study show that most of the high school students did not reach the goals set for history teaching. The weak performance of students is explained by the strong tradition of history teaching which has been continuing in Finnish schools despite the curriculum reform. Teaching still concentrates on passing a meta-narrative on to students who have not yet enough experience of explaining historical events from a multiperspective point of view.  相似文献   

Developmental Pathways to Preference and Popularity in Middle Childhood          下载免费PDF全文

Yvonne H. M. van den Berg  Marike H. F. Deutz  Sanny Smeekens  Antonius H. N. Cillessen 《Child development》2017,88(5):1629-1641

This study examined the associations between children's early life experiences with parents, ego resiliency and ego undercontrol, and peer group social status in a longitudinal, multimethod study from infancy to middle childhood. Participants were 129 children (52% boys) who were followed from 15 months of age to 9 years and their primary caregivers from the Nijmegen Longitudinal Study on Infant and Child Development. The measurements included observations of parent–child interaction, teacher ratings of ego resiliency and ego undercontrol, and peer‐reported social status. Quality of parental interactive behavior was associated with ego resiliency and ego undercontrol. Ego resiliency and ego undercontrol were uniquely related to preference and popularity. The findings provide insight into the developmental pathways leading to the two distinct types of social status.  相似文献   

Teaching Chemistry for All Its Worth: The Interaction Between Facts,Ideas, and Language in Lavoisier’s and Priestley’s Chemistry Practice: The Case of the Study of the Composition of Air     

Kevin de Berg 《Science & Education》2014,23(10):2045-2068

Both Lavoisier and Priestley were committed to the role of experiment and observation in their chemistry practice. According to Lavoisier the physical sciences embody three important ingredients; facts, ideas, and language, and Priestley would not have disagreed with this. Ideas had to be consistent with the facts generated from experiment and observation and language needed to be precise and reflect the known chemistry of substances. While Priestley was comfortable with a moderate amount of hypothesis making, Lavoisier had no time for what he termed theoretical speculation about the fundamental nature of matter and avoided the use of the atomic hypothesis and Aristotle’s elements in his Elements of Chemistry. In the preface to this famous work he claims he has good educational reasons for this position. While Priestley and Lavoisier used similar kinds of apparatus in their chemistry practice, they came to their task with completely different worldviews as regards the nature of chemical reactivity. This paper examines these worldviews as practiced in the famous experiment on the composition of air and the implications of this for chemistry education are considered.  相似文献   

Teacher awareness of student alternate conceptions about rotational motion and gravity     

Terrance Berg  Wytze Brouwer 《科学教学研究杂志》1991,28(1):3-18

Twenty high school physics teachers were interviewed to determine their awareness of student alternate conceptions in the areas of force and gravity. The teachers were also asked to indicate preferred teaching strategies dealing with alternate conceptions. Teacher predictions of student responses were compared to alternate conceptions held by 315 grade-nine students and published findings from other research studies. Edmonton students were found to possess nearly every alternate conception identified in previous research, in similar proportions. A few previously undocumented alternate conceptions were also identified. At times, students were observed to arrive at the currently acceptable conclusion by using alternate conceptions. The high school physics teachers, as a group, identified nearly all the alternate conceptions used by the students. However, individual teachers were generally aware of only a few alternate conceptions, with fully one third of them possessing alternate conceptions themselves in one or more of the tasks. The teachers were also unable to predict with any accuracy the different types of student responses or the proportion of students choosing each alternative. The teaching strategies outlined by the teachers would be considered only partially effective according to current research findings.  相似文献   

An Exploration of the Use of Multimedia Cases as a Reflective Tool in Teacher Education     

van den Berg  Ellen 《Research in Science Education》2001,31(2):245-265

Multimedia cases are perceived to be a means of bridging the gap between theory and practice in teacher education. However, little is known about how prospective teachers actually learn with these cases. In this paper, we examine how multimedia cases can stimulate reflective thought among preservice teachers. Gestalt psychology is employed as a theoretical lens to examine how seven preservice teachers work with a multimedia case. Data were collected by means of audiotaped work-aloud protocols, interviews and questionnaires. Results indicate that preservice teachers remain at low levels of abstraction of their ideas about teaching as a result of case examination. Directed assignments and collaboration among prospective teachers were a useful, but not always necessary, means of stimulating discussion on the multimedia case. The study leads to the conclusion there is still much to be learned about how prospective teachers interact with multimedia case, particularly about how such cases might stimulate reflective practice.  相似文献