Food sharing in albino rat pups: Does familiarity breed contempt?     

Georgia D. Wills  Frank R. Moore  Andrea L. Wesley  Barry Friedman 《Learning & behavior》1984,12(1):106-108

The present experiment investigated the effects of kinship and familiarity upon food sharing in pairs of albino rat pups. Five pairs of rats from each of the following groups were tested: (1) familiar siblings, (2) nonfamiliar siblings, (3) familiar nonsiblings, and (4) nonfamiliar non-siblings. A small food portion was used, necessitating not only close physical contact, but also cooperation in the sense that both pups were required to remain relatively immobile in order for both to feed simultaneously. Results indicated more frequent sharing among unfamiliar pups, whether related or not. Results also indicated that food sharing increased in frequency among all four groups over the 5-day testing period, suggesting that cooperation in the form of food sharing can develop, or increase in frequency, over time in albino rat pups.  相似文献   

Dzierzbicka/Kubac/Sattler (Hrsg.), Bildung riskiert     

Dr. Andrea Liesner 《Zeitschrift für Erziehungswissenschaft》2007,10(1):131-134

Ohne Zusammenfassung  相似文献   

Reinstatement-induced recovery of a taste-LiCl association following extinction     

Todd R. Schachtman  Andrea M. Brown  Ralph R. Miller 《Learning & behavior》1985,13(3):223-227

Water-deprived rats were given a single exposure to saccharin and LiCl, either paired or unpaired. Half the subjects then received three saccharin-only exposures (extinction) in the training enclosure, followed by a single LiCl-only presentation (unconditioned stimulus reinstatement) 8 days after conditioning. The remaining subjects received six saccharin-only exposures, followed by LiCl reinstatement 13 days after conditioning. In both cases LiCl reinstatement occurred outside the training/test context. Appreciable recovery from extinction was observed after the partial loss of taste aversion obtained with three extinction sessions and the 8-day conditioning-reinstatement interval, but not after the asymptotic loss of taste aversion obtained with six extinction sessions and the 13-day conditioning-reinstatement interval. Conditioned taste aversions appear to be similar to more traditional associations with respect to both extinction and reinstatement-induced recovery from extinction. The results are discussed with reference to the event-memory, contextual-conditioning, and facilitated-retrieval hypotheses of postextinction reinstatement effects.  相似文献   

Enhancing the effectiveness of concept inventories using textual analysis: investigations in an electrical engineering subject     

Andrea M. Goncher  Wageeh Boles 《European Journal of Engineering Education》2019,44(1-2):222-233

ABSTRACT

Concept inventories (CIs) are assessment instruments designed to measure students’ conceptual understanding of fundamental concepts in particular fields. CIs utilise multiple-choice questions (MCQs), and specifically designed response selections, to help identify misconceptions. One shortcoming of this assessment instrument is that it fails to provide evidence of the causes of the misconceptions, or the nature of students’ conceptual understanding. In this article, we present the results of conducting textual analysis on students’ written explanations in order to provide better judgements into their conceptual understanding. We compared students’ MCQ scores in Signals and Systems Concept Inventory questions, with the textual analysis utilising vector analysis approaches. Our analysis of the textual data provided the ability to detect answers that students identified as a ‘guessed’ response. However, the analysis was unable to detect if conceptually correct ideas existed within the ‘guessed’ responses. The presented approach can be used as a framework to analyse assessment instruments that utilise textual, short-answer responses. This analysis framework is best suited for the restricted conditions imposed by the short-answer structure.  相似文献   

Who chooses to be a teacher in Argentina’s primary schools today?     

Andrea Alliaud  Maria Cristian Davini 《Prospects》1997,27(1):151-162

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Erratum to: Dragons,Ladybugs, and Softballs: Girls’ STEM Engagement with Human-Centered Robotics     

Gomoll  Andrea  Hmelo-Silver  Cindy E.  Šabanović  Selma  Francisco  Matthew 《Journal of Science Education and Technology》2016,25(6):915-915

Journal of Science Education and Technology -  相似文献   

Book Reviews     

Georgina Tsolidis  Andrea C. Allard  Margaret Lloyd  Amanda Keddie 《The Australian Educational Researcher》2004,31(2):127-137

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Spoken Language and Mathematics     

Andrea Raiker 《Cambridge Journal of Education》2002,32(1):45-60

Teachers and learners use spoken language in the three part mathematics lesson advocated by the National Numeracy Strategy (NNS). This document recognises the importance of language by emphasising 'the correct use of mathematical vocabulary' in the raising of standards. Research into the use of vocabulary in science suggests that the use of scientific words does not necessarily demonstrate conceptual understanding. Pupils and teachers appear to ascribe different meanings to scientific words because of their relative positions on the novice/expert continuum. To explore whether mathematical words could cause similar problems, data collected from six groups of teachers and learners was subjected to discourse analysis to provide evidence of how spoken language was used and how meaning and understanding were achieved. The implications of the findings on the use of language by both teachers and learners in the NNS mathematics lesson, including vital areas for reflection by teachers, are fully considered.  相似文献   

Professional development design considerations in climate change education: teacher enactment and student learning     

Andrea Drewes  Joseph Henderson  Chrystalla Mouza 《International Journal of Science Education》2018,40(1):67-89

Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made particular pedagogical and content decisions, and the implications for student’s conceptual learning. Using anthropological theories of conceptual travel, we traced salient ideas through instructional delivery and into student reasoning. Analysis showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both PD and teacher enactment. We discuss implications for the emerging field of climate change education.  相似文献   

Developing a measure to understand young children’s Internet cognition and cyber-safety awareness: a pilot test     

Susan Edwards  Andrea Nolan  Michael Henderson  Helen Skouteris  Ana Mantilla  Pamela Lambert 《Early Years: An International Journal of Research and Development》2016,36(3):322-335

Abstract

Advancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children.  相似文献