An educational theory base for science teaching     

John W. Renner  Edmund A. Marek 《科学教学研究杂志》1990,27(3):241-246

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Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks     

Michael R. Abraham  Eileen Bross Grzybowski  John W. Renner  Edmund A. Marek 《科学教学研究杂志》1992,29(2):105-120

The research reported in this study was designed to answer three questions: (a) What misconceptions do eighth grade students have concerning the chemistry concepts from their textbooks. (b) How is reasoning ability related to misconceptions concerning chemistry concepts. (c) How effective are textbooks in teaching an understanding of chemistry concepts? Five chemistry concepts were used in the study: chemical change, dissolution, conservation of atoms, periodicity, and phase change. Problems concerning the five concepts were given to 247 eighth-grade students in order to assess the students' degree of understanding of chemistry concepts and to identify specific misconceptions. Two pencil-and-paper Piaget-type tasks were used to assess intellectual level. A comparison of intellectual level and scores on the chemistry concepts showed moderate correlations. However, the small number of formal operational students in the sample makes these results inconclusive. A study of the level of understanding of the five chemistry concepts and the nature of the misconceptions held by students indicate a general failure of textbooks to teach a reasonable understanding of chemistry concepts.  相似文献   

After postmodernism in educational theory? A collective writing experiment and thought survey     

Michael A. Peters  Marek Tesar  Liz Jackson 《Educational Philosophy and Theory》2018,50(14):1299-1307

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Burnout among university faculty: the central role of work–family conflict     

Kateřina Zábrodská  Jiří Mudrák  Iva Šolcová  Petr Květon  Marek Blatný  Kateřina Machovcová 《教育心理学》2018,38(6):800-819

This study examined both direct and indirect associations of faculty burnout with psychosocial work environments, using the job resources-demands framework. A sample of 2,229 faculty members (57.1% male) throughout public universities in the Czech Republic completed a questionnaire comprising measures of burnout and psychosocial work environment characteristics from the Copenhagen Psychosocial Questionnaire II. We formulated a structural model that hypothesised a positive effect of job demands (quantitative demands, work-family conflict (WFC), job insecurity) and a negative effect of job resources (influence, social community, role clarity) on burnout. Results showed that the strongest predictor of burnout was WFC, which had a direct positive effect on burnout and mediated the positive effect of quantitative demands on burnout. Further, a small direct negative effect of age and an indirect positive effect of involvement in research grants and administrative paperwork on burnout were observed. The findings indicate that university management can most effectively address burnout in academic staff not only by implementing policies that reduce WFC, workload and administrative paperwork, but also by providing more job resources to younger faculty and faculty involved in grant-based projects.  相似文献   

Relationships among gender,age, and intellectual development     

Lilian De Hernandez  Edmund A. Marek  John W. Renner 《科学教学研究杂志》1984,21(4):365-375

The purpose of this study was to investigate the relationships among gender, age, and intellectual development. Random samples of 70 females and 70 males were selected with each sex group equally divided into a low-age and a high-age group. The low-age group ranged in age from 16.25 years to 16.75 years and the high-age group from 16.76 years to 17.25 years. The Piaget tasks selected to measure cognitive development were: Conservation of Volume, Separation of Variables, and Equilibrium in the Balance and Combination of Colorless Chemical Liquids. Data from this research produced these findings: (1) males demonstrate a higher level of intellectual development than females, (2) males mature intellectually earlier than females, (3) the value of the conservation of volume task as a component of a battery of formal tasks depends upon whether the decisions are to be made on the basis of the total-task results or on individual task performance, and (4) there appear to be factors other than age and gender that are related to the development of formal operational reasoning. These investigators hypothesize that experiences is another important factor.  相似文献   

Academe in transition: Transformations in the Polish academic profession     

Marek Kwiek 《Higher Education》2003,45(4):455-476

The period since 1989 has been an extremely dynamic one in Polish highereducation. New opportunities have opened up for the academic community,along with new challenges. Suddenly, the academic profession has arrivedat a stage that combines far-reaching autonomy with rather uncertainindividual career prospects. In recent years, a number of new laws havebeen proposed that were intended to change the whole structure ofrecruitment, promotions, remuneration, working conditions, andappointments of academic faculty. All this has occurred admidst thestrains and tensions resulting from changes in the broader society. Thesudden passage from the more or less elite higher education system tomass higher education with a strong and dynamic private sector hastransformed the situation of the academic community beyond allrecognition. The transition has resulted in a new set of values andchanges in position, tasks, and roles for academe in society. Today,the future of the Polish academic profession remains undetermined. Thepositive changes were accompanied by the chronic underfunding of publichigher education. Polish academics have learned to accommodatethemselves to the permanent state of uncertainty in which they areforced to operate. The present paper analyzes the current situation fromthe perspective of global changes affecting the academic profession.  相似文献   

Understandings and misconceptions of biology concepts held by students attending small high schools and students attending large high schools     

William D. Simpson  Edmund A. Marek 《科学教学研究杂志》1988,25(5):361-374

Do students from small high schools show fewer understandings and more misconceptions of biology concepts than students attending large high schools? Fifty students attending large high schools (enrollments exceeding 900 students) and fifty students attending small high schools (enrollments less than 150 students) were randomly selected and than evaluated on their understandings and misunderstandings of four biology concepts: diffusion, homeostasis, food production in plants, and classification of animals and plants. Students attending small high schools showed less instances of understanding and more instances of misunderstanding the concepts of diffusion and homeostasis. These differences could be related to a higher percentage of students in large schools capable of formal operations; sound understanding of diffusion and homeostasis required students to use formal operations. No difference was observed between the large and small school samples for the concepts of food production in plants and classification of plants and animals. Students in the small school sample lived in agricultural communities and their daily experiences allowed them to develop some understanding of food production in plants and prevented instances of misunderstandings from being developed. Classification of animals and plants required concrete operations to understand; therefore, students in small schools were capable of developing sound understanding as well as students from large schools.  相似文献   

Asking for Numbers and Quantities: Visual Design Effects in Paper&Pencil Surveys     

Fuchs  Marek 《Int. Journal of Public Opinion Research》2009,21(1):65-84

When reporting frequencies and quantities in self-administeredsurveys using open-ended questions, respondents make use ofestimation strategies in order to provide a reasonable response.Accordingly, respondents do not only report pure numbers usingdigits, instead they extend their response to alphanumeric informationand explicit estimates (e.g. "about 10–20 cigarettes perday"). Such responses are not only of reduced quality, but theyalso require a lot of editing and cleaning in the post-fieldphase of a survey. While previous methodological work on frequencyquestions has focused on question wording, reference periodsand other text elements that have traditionally been consideredsignificant for high quality frequency responses, in this articlewe test the impact of various graphical characteristics of theresponse field in order to reduce the number of alphanumericelaborations and explicit estimates. The field-experimentalstudies reported are based on the assumption that respondentsinterpret formal characteristics of frequency questions as meaningfulinformation throughout the question answer process. The findingsreported will help survey designers reduce the proportion ofestimated responses. Received for publication October 24, 2007. Accepted for publication August 12, 2008.  相似文献   

Hirsch-type approach to the 2nd generation citations     

Marek Kosmulski 《Journal of Informetrics》2010,4(3):257-264

Scientific papers are usually assessed by a number of direct citations. The number of citations received by direct citations (2nd generation citations) has been considered as an alternative criterion of evaluation. Such an approach overrates the papers, which received citation(s) in one or in a few very highly cited papers. Hirsch-type approach to the 2nd generation citations suggested by Schubert was used to combine the impact and quantity of 1st generation citations into one number.  相似文献   

Prediction in economics     

Marek Hudik 《Metascience》2017,26(1):71-74

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