Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education     

Jan Alexis Nielsen 《Research in Science Education》2013,43(1):371-393

This paper explores the challenges of using the Toulmin model to analyze students’ dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features — i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students’ argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand — even those studies that have employed non-dialectical frameworks such as the Toulmin model — have implicitly struggled to come to terms with the dialectical features of students’ discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion.  相似文献   

Movement pattern and physiological response in recreational small-sided football – effect of number of players with a fixed pitch size     

Morten B. Randers  Christina Ørntoft  Marie Hagman  Jens J. Nielsen  Peter Krustrup 《Journal of sports sciences》2018,36(13):1549-1556

Recreational soccer is an effective health-promoting activity, but it is unclear how different game formats influence internal and external load. Thus, to be able to advise how to maximise the outcome of recreational football, we examined movement pattern and physiological response in 11 untrained men (32.6 ± 6.7 yrs, 23.3 ± 4.9 fat%, 43.4 ± 5.3 ml·min^?1·kg^?1) during three football sessions comprising 4 × 12 min of 3v3, 5v5 or 7v7 with a constant pitch size of 20 × 40 m. Movement pattern, heart rate (HR), blood lactate and RPE were measured during and after the 12-min periods. Greater (P < 0.05) total distance and high-speed distance was covered during 3v3 than 5v5 (14 and 30%) and 7v7 (15 and 75%). Mean HR was higher in 3v3 (85.7 ± 5.7%HRmax) and 5v5 (84.2 ± 5.1%HRmax) than in 7v7 (80.7 ± 4.6%HRmax, P < 0.05) and percentage time >90%HR was higher in 3v3 (43 ± 18%, P < 0.05) than in 5v5 (28 ± 21%) and 7v7 (18 ± 14%). Blood lactate was higher in 3v3 (7.4 ± 2.7 mmol·l^?1) than in 7v7 (4.5 ± 2.2 mmol·l^?1, P < 0.001) but not in 5v5 (6.1 ± 2.1 mmol·l^?1, P = 0.061). RPE was higher in 3v3 (6.7 ± 2.3, P < 0.01) than in 5v5 (5.2 ± 2.2) and 7v7 (4.3 ± 2.3). In conclusion, higher external and internal load was found with fewer players, when the pitch size is fixed.  相似文献   

Intellectuals and partisanship     

Kai Nielsen 《Interchange》1989,20(4):9-15

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Australia’s supervising teachers: motivators and challenges to inform professional learning     

Wendy Nielsen  Juanjo Mena  Anthony Clarke  Sarah O’Shea  Garry Hoban  John Collins 《Asia-Pacific Journal of Teacher Education》2017,45(4):346-368

This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and challenges supervising teachers becomes a focus for professional learning through analysis presented in this paper. Data are reported from a national data set that includes 314 responding supervising teachers who took the Mentoring Perspectives Inventory from 2012–2014. The MPI data are aggregated in this paper to suggest that the wider system of teacher education could benefit from attention at various levels of interest to develop the underlying knowledge base of supervising teachers and our understanding of how they are challenged and motivated in their work with preservice teachers.  相似文献   

Student-environment interaction in the development of physical symptoms     

H. Dean Nielsen  Dr. Rudolf H. Moos 《Research in higher education》1977,6(2):139-156

This study identifies personal characteristics which distinguish university students who conform to living group norms in complaints of physical symptoms from those who do not. Discriminant function analyses indicated significant differences between these two groups of students, and between males and females. For example, low-symptom females living in high-symptom living groups who did not themselves increase in symptoms (environmental resisters) were higher in dominance and religious concern and lower in social participation than those who increased in symptoms. For males, important discriminators between conformers and resisters were academic achievement and alcohol consumption. Further specification of psychological variables which relate to the degree of conformity or resistance to environmental influence is central to understanding the impact of educational settings such as student living groups and classrooms.  相似文献   

Students from divorced and blended families     

Linda Nielsen 《Educational Psychology Review》1993,5(2):177-199

Nielsen summarizes the research on the impact of parents' divorce and remarriage on elementary- and secondary-school students. By pointing out the shortcomings and discrepancies in the existing research, the author dispels several stereotypes often held by school personnel about students whose parents are divorced or remarried. Specifically, this article addresses the following questions: What factors affect grades and behavior after a divorce? How are children's attitudes toward divorce and family members assessed? In what ways can schools facilitate students' adjustment and academic performance after their parents divorce or remarry?  相似文献   

Teachers’ reflections of professional change during a literacy-reform initiative     

Diane Corcoran Nielsen  Arlene Lundmark BarryPam Trefz Staab 《Teaching and Teacher Education》2008

Policymakers recently have targeted teacher quality, and school systems have increased their attention to instructional reform through professional development. The purpose of this study was to examine teachers’ views about the change process and professional development that supports change. Semi-structured focus-group data were gathered from 41 primary-grades teachers (students ages 5–9) across five schools in a high-poverty urban district that participated in a 2-year literacy-reform initiative. Results indicated that teachers viewed the change process from two stances: as learners and as change agents. Three conditions supported their professional growth: professional development embedded in school and classroom contexts, professional development focused on limited and clearly defined learning goals, and on-demand access to time and resources. Changes that occurred did so in three phases: movement from curriculum-centered to student-centered practices, increased collaboration, and requests for policy changes via teacher autonomy and advocacy for students.  相似文献   

Elementary electrical engineering: By Ralph Preston Clarkson,Professor of Engineering,Acadia University,N. S. xvi + 187 pages,illustrations, 8vo. New York,D. Van Nostrand Company, 1920. Price, $2.00     

Wilbur M. Stine 《Journal of The Franklin Institute》1921,191(4):564-565

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Biology Education Research: Lessons and Future Directions     

Susan R. Singer  Natalie R. Nielsen  Heidi A. Schweingruber 《CBE life sciences education》2013,12(2):129-132

This feature draws on a 2012 National Research Council report to highlight some of the insights that discipline-based education research in general—and biology education research in particular—have provided into the challenges of undergraduate science education. It identifies strategies for overcoming those challenges and future directions for biology education research.Biologists have long been concerned about the quality of undergraduate biology education. Indeed, some biology education journals, such as the American Biology Teacher, have been in existence since the 1930s. Early contributors to these journals addressed broad questions about science learning, such as whether collaborative or individual learning was more effective and the value of conceptualization over memorization. Over time, however, biology faculty members have begun to study increasingly sophisticated questions about teaching and learning in the discipline. These scholars, often called biology education researchers, are part of a growing field of inquiry called discipline-based education research (DBER).DBER investigates both fundamental and applied aspects of teaching and learning in a given discipline; our emphasis here is on several science disciplines and engineering. The distinguishing feature of DBER is deep disciplinary knowledge of what constitutes expertise and expert-like understanding in a discipline. This knowledge has the potential to guide research focused on the most important concepts in a discipline and offers a framework for interpreting findings about students’ learning and understanding in that discipline. While DBER investigates teaching and learning in a given discipline, it is informed by and complementary to general research on human learning and cognition and can build on findings from K–12 science education research.DBER is emerging as a field of inquiry from programs of research that have developed somewhat independently in various disciplines in the sciences and engineering. Although biology education research (BER) has emerged more recently than similar efforts in physics, chemistry, or engineering education research, it is making contributions to the understanding of how students learn and gain expertise in biology. These contributions, together with those that DBER has made in physics and astronomy, chemistry, engineering, and the geosciences, are the focus of a 2012 report by the National Research Council (NRC, 2012 ).1 For biologists who are interested in education research, the report is a useful reference, because it offers the first comprehensive synthesis of the emerging body of BER and highlights the ways in which BER findings are similar to those in other disciplines. In this essay, we draw on the NRC report to highlight some of the insights that DBER in general and BER in particular have provided into effective instructional practices and undergraduate learning, and to point to some directions for the future. The views in this essay are ours as editors of the report and do not represent the official views of the Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research; the NRC; or the National Science Foundation (NSF).  相似文献   

Scientific Communication and the Nature of Science     

Kristian H. Nielsen 《Science & Education》2013,22(9):2067-2086

Communication is an important part of scientific practice and, arguably, may be seen as constitutive to scientific knowledge. Yet, often scientific communication gets cursory treatment in science studies as well as in science education. In Nature of Science (NOS), for example, communication is rarely mentioned explicitly, even though, as will be argued in this paper, scientific communication could be treated as a central component of NOS. Like other forms of communication, scientific communication is socially and symbolically differentiated. Among other things, it encompasses technical language and grammar, lab communications, and peer reviews, all of which will be treated in this paper in an attempt to engage on an empirical and theoretical level with science as communication. Seeing science as a form of communicative action supplements the epistemological view of science that is standard to both NOS and the philosophy of science. Additions to the seven NOS aspects on Lederman’s (Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 831–879, 2007) list are put forward as well as preliminary thoughts on the inclusion of scientific communication into NOS instruction.  相似文献