Students’ understanding of the general notion of a function of two variables     

Rafael Martínez-Planell  María Trigueros Gaisman 《Educational Studies in Mathematics》2012,81(3):365-384

In this study we analyze students’ understanding of two-variable function; in particular we consider their understanding of domain, possible arbitrary nature of function assignment, uniqueness of function image, and range. We use APOS theory and semiotic representation theory as a theoretical framework to analyze data obtained from interviews with thirteen students who had taken a multivariable calculus course. Results show that few students were able to construct an object conception of function of two variables. Most students showed difficulties finding domains of functions, in particular, when they were restricted to a specific region in the xy plane. They also showed that they had not fully coordinated their R³, set, and function of one variable schemata. We conclude from the analysis that many of the interviewed students’ notion of function can be considered as pre-Bourbaki.  相似文献   

Letters toProspects     

Malcolm S. Adiseshiah  Rafael Gómez-Pérez Ph.D.  LL.D. 《Prospects》1974,4(3):445-447

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The effect of a structured story reading intervention,story retelling and higher order thinking for English language and literacy acquisition     

Ana M. Cruz de Quirós  Rafael Lara‐Alecio  Fuhui Tong  Beverly J. Irby 《Journal of Research in Reading》2012,35(1):87-113

The purpose of this study was to investigate the effectiveness of structured story reading intervention, Story reTelling and higher order thinking for English Language and Literacy Acquisition (STELLA), delivered to 38 Hispanic English language learners (ELL) placed in an enhanced transitional bilingual programme over 2 years from first to second grade as compared with 34 control students placed in a typical practice transitional bilingual programme during the same time period. Both treatment and comparison ELL students' retellings of two stories in Spanish and English were measured by five story elements. Findings were that (a) students receiving intervention outperformed their comparison peers in all five story elements in English and Spanish of both stories; (b) students showed stronger ability in their native language in four of five story elements; and (c) students performed at a higher level in the narrative‐informational story than a narrative story in both languages. Educational implications are discussed.  相似文献   

Building communities in higher education: the case of nursing     

Nicola Andrew  Amélia Lopes  Fátima Pereira  Ilda Lima 《Teaching in Higher Education》2013,18(1):72-77

The historic and current case to retain a focused clinical nursing identity within an academic context is explicit; however there is tension between the need for excellence in teaching and research, and obligation to maintain a credible clinical identity. Nursing is politically and vocationally advanced but, arguably, weaker academically. Considered an ‘old vocation’ but a ‘young discipline’, nursing lacks the traditional background found in established academic communities. Nurses still find it difficult to ‘let go’ of the past and new academics will often try to re-create a clinical role because they lack confidence in their ability to fulfil an academic one. Moving forward, the new graduate nursing programmes and the growing number of hybrid or ‘pracademic’ roles spanning education and practice will, through the co-creation of knowledge, challenge discipline boundaries and produce a new generation of leaders for the profession.  相似文献   

Ethical Challenges of the Information Society in the 21st Century     

Rafael Capurro 《International Information and Library Review》2013,45(3-4):257-276

The paper deals with theoretical and practical challenges of the information society in the 21st century. In the first part an overview of past and current activities in the field of information ethics at UNESCO is provided (Virtual Forum, Second International Congress on Information Ethics, Observatory on the information Society). The second part presents a historical interpretation of the development of modern information society with the emerging networked world society with its characteristics of interactivity and decentralization. The diversity of moral norms and traditions within this global medium gives rise to the question concerning an Internet-morality as a challenge to ethical thinking. The third part deals with the question of our identity within the framework of a digital ontology. The concepts of “net” and “information” are analysed. A future information ethics is based on a digital ontology. Living in the information age is considered from the point of view of both an ethical imperative and the art of living.  相似文献   

El papel de la memoria de trabajo en la adquisición lectora en niños de habla castellana     

Conrado Navalón  Manuel Ato  Rafael Rabadán 《Infancia y Aprendizaje》2013,36(45):85-105

Resumen

En este trabajo se abordan cuestiones básicas relativas a la manipulación y retención de la información en la Memoria de Trabajo y su vinculación con la adquisición lectora desde la perspectiva de los modelos interactivos de procesamiento de la información. Se plantean cuatro experimentos aplicados a niños de nivel lector alto y bajo de primero, tercero y quinto de EGB, respectivamente. Los resultados indican que sólo existen diferencias significativas entre grupos de distinto nivel lector en aquellas tareas con mayor implicaión de componentes funcionales, mientras que las diferencias más importantes entre cursos se dan entre primero y tercero, tanto para componentes estructurales como funcionales.  相似文献   

Short animation movies as advance organizers in physics teaching: a preliminary study     

André Koscianski  Rafael João Ribeiro  Sani Carvalho Rutz da Silva 《Research in Science & Technological Education》2013,31(3):255-269

Background : Advance organizers are instructional materials that help students use previous knowledge to make links with new information. Short animation movies are a possible format and are well suited for physics, as they can portray dynamic phenomena and represent abstract concepts.

Purpose : The study aimed to determine guidelines for the construction of an instructional short animation movie, with the role of an advance organizer. A film was created in order to evaluate the effectiveness of the approach, making part of a physics lesson and concerning the subject ‘moment of a force’.

Sample : The study took place in a Brazilian school in the city of Arapoti, in the south region of the country. Thirty-eight students participated, having an average age of 16 and following the third year of high school.

Design and methods : Criteria drawn from a literature review directed the construction of the movie and the lesson. Data were collected using pre- and post-tests; registers of oral comments were also done during the class. The post-test included open-ended questions, allowing students to write remarks concerning the lesson and the animation.

Conclusions : The article describes steps and guidelines to orient the process of designing an animation movie with the role of advance organizer. Data indicated that the movie facilitated the construction of links between pre-existent knowledge and the new information presented in the lesson. The proposed methodology can be considered a valid framework to derive similar approaches.  相似文献   

THE EFFECTS OF A SOCIAL–EMOTIONAL LEARNING PROGRAM ON ELEMENTARY SCHOOL CHILDREN: THE ROLE OF PUPILS’ CHARACTERISTICS     

Raquel Raimundo  Alexandra Marques‐Pinto  Maria Luísa Lima 《Psychology in the schools》2013,50(2):165-180

This quasi‐experimental exploratory study investigated whether a social–emotional learning program, implemented during a 1‐year period, could lead to gains in social–emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to 213 fourth‐grade Portuguese pupils. One hundred five controls followed an Origami curriculum during the same period. Sixteen teachers also participated in this study. Self‐report (pupils) and hetero‐report (teachers) questionnaires were administered before and after the intervention. There were significant intervention gains in some social–emotional competencies, namely, peer relations and social competence, but no gains were found in internalizing and externalizing problems. Intervention pupils with average pre‐test scores profited more in self‐management and peer relations than controls. Boys showed greater gains in self‐management, aggressiveness, and social problems than girls. There were no significant differences regarding socioeconomic status.  相似文献   

Early School-leaving in Spain: evolution,intensity and determinants     

Enrique Fernández-Macías  José-Ignacio Antón  Francisco-Javier Braña  Rafael Muñoz De Bustillo 《European Journal of Education》2013,48(1):150-164

Spain has one of the highest levels of early school leaving and educational failure of the European Union. The purpose of this paper is to analyse the anatomy of early school leaving in Spain and its characteristics. In order to do so, in the first part we discuss the measurement problems related with this concept and the evolution of drop-out rates in Spain. We argue that the published figures of early school leaving slightly underestimate the phenomenon, and discuss the impact of the increase in immigration rates on the level of educational failure and its very unequal distribution in terms of gender. In a second part, using data from the Labour Force Surveys of 2000 and 2007, we explore the factors behind educational failure by means of a logistic regression. The results of this model confirm the explanatory power of social reproduction hypotheses, but also show that there are important aspects of the patterns and recent evolution of early school leaving which cannot be explained by a single theoretical approach.  相似文献   

Cognitive-operative model of intelligent learning systems behavior     

Ana Lilia Laureano-Cruces  Javier Ramírez-Rodríguez  Martha Mora-Torres  Fernando de Arriaga  Rafael Escarela-Pérez 《Interactive Learning Environments》2013,21(1):11-38

In this paper behavior during the teaching–learning process is modeled by means of a fuzzy cognitive map. The elements used to model such behavior are part of a generic didactic model, which emphasizes the use of cognitive and operative strategies as part of the student–tutor interaction. Examples of possible initial scenarios for the teaching–learning process are developed, along with the results provided by the model.  相似文献