The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students     

Anat Zohar  Bracha Peled 《Learning and Instruction》2008,18(4):337-353

This study assessed the effects of explicit teaching of metastrategic knowledge (MSK) on gains of low-achieving (LA) and high-achieving (HA) 5th grade students (N = 41). Gains in reasoning scores of students from the Experimental group (compared to students from the control group) were obtained on the strategic and on the metastrategic level. Gains were preserved in near and far transfer tasks immediately after the end of instruction and 3 months later. Explicit teaching of MSK affected both LA and HA students, but it was extremely valuable for LA students who required a longer period than HA students to reach their top score.  相似文献   

“Evolution? I Don’t Believe in It”     

Siani  Merav  Yarden  Anat 《Science & Education》2020,29(2):411-441

Science & Education - Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both...  相似文献   

The learning processes of two high‐school biology students when reading primary literature     

Gilat Brill  Hedda Falk  Anat Yarden 《International Journal of Science Education》2013,35(4):497-512

Biology education, like education in any other discipline, strives to make students familiar with the knowledge, activities, and ways of thinking of the community of biologists. We produced a curriculum in developmental biology based on learning through primary literature, in an attempt to develop biological literacy among highschool students. Here we characterize the way in which two high‐school biology students read a research article in developmental biology. Mere reading resulted in superficial comprehension. In contrast, when the students answered questions about the text, deeper comprehension evolved. The students could overcome readingcomprehension problems by applying well‐established reading strategies, but encountered difficulties resulting from the classical structure of research articles. We hope that our characterization of the learning process of research articles by high‐school students will enable the use of these complex texts in high‐school biology classrooms.  相似文献   

Determinants of Internet standards adoption: The case of South Korea   总被引：1，自引：0，他引：1  

Anat Hovav  Yoo Jung Kim 《Research Policy》2011,40(2):253-262

We develop an adoption model of infrastructure technologies and test it with survey data collected from companies in six industries in South Korea (hereafter: Korea). The implementation of a new Internet standard such as Internet Protocol version 6 (IPv6) depends on the usefulness of the technology to the adopting organizations and the environment in which they operate. The adoption of IPv6 in Korea is mostly driven by a governmental strategy that created user demand, and normative pressure. IPv6 adoption in Korea is also driven by perceived resource concentration and power due to the uneven allocation of IPv4 addresses. Conversely, killer applications, technical sponsorship and financial factors had no influence on the adoption decision by Korean companies. Taken together, the findings of our explorative study suggest the need to consider technical as well as social and policy factors to understand the adoption dynamics of infrastructure technologies.  相似文献   

The Never-Ending Story: Structural Dilemmas and Changing Solutions in the Communication Field     

Anat First  Hanna Adoni 《Mass Communication and Society》2013,16(3):251-273

This article examines the idiosyncratic development of Israel's communication field against the backdrop of the field's main structural dilemmas: (a) emphasis on research orientation versus on professional journalistic training and (b) firm boundaries for the field based on its mother disciplines (humanities or social sciences) versus open boundaries adopting different disciplines' research topics/methods that touch on communication phenomena. The article suggests a theoretical framework based on criteria anchored in the sociology of science and then applies these criteria to an analysis of the institutionalization and development of the Communication Institute at the Hebrew University of Jerusalem from its foundation in 1964 through the 1990s. The study is based on documents from the university archive and the Guttman Institute for Applied Social Research, curricula and catalogs of communication departments in Israel, and interviews with senior researchers in the field.  相似文献   

Characterizing children’s spontaneous interests in science and technology     

Ayelet Baram‐Tsabari  Anat Yarden 《International Journal of Science Education》2013,35(7):803-826

This article reports the results of an analysis of 1676 science and technology questions submitted by Israeli children to a series of television programmes. It categorizes the children’s questions with reference to five different coding schemes: field of interest, motivation for asking the question, type of information requested, country‐specific aspects, and source of information. The results point to the popularity of biology, technology, and astrophysics over other sciences, indicate a shift in interests and motivation with age, and reflect a variety of gender‐related differences within the sample. The implications of the findings for some current trends in curriculum development and for informal science education are discussed with reference to the wider context of the pupils’ voice in education.  相似文献   

Social Competencies and Difficulties of Gifted Children Compared to Nongifted Peers     

Zipora Shechtman  Anat Silektor 《Roeper Review》2013,35(1):63-72

This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included loneliness, social competence, empathy, and self-concept. The results indicated that gifted children score higher on need fulfillment, empathy, academic self-concept, and lack of emotional anxiety and lower on self-disclosure and physical self-concept. Few differences were found between the two settings for gifted children. The conclusion is that gifted children differ from nongifted children only on some of the social–emotional variables examined, mainly for the better.  相似文献   

THE CO-AUTHORED CURRICULUM: HIGH-SCHOOL TEACHERS’ REASONS FOR INCLUDING STUDENTS’ EXTRA-CURRICULAR INTERESTS IN THEIR TEACHING     

Galit Hagay  Ayelet Baram-Tsabari  Ran Peleg 《International Journal of Science and Mathematics Education》2013,11(2):407-431

There is increasing evidence of a gap between curricular requirements and what students actually want to know. One of the factors influencing what is taught in the classroom is teachers’ attitudes towards integrating their students’ interests. This study investigated what prompts high-school teachers who prepare students for national matriculation examination to adjust the curriculum to match their students’ interests. In the first stage of the study, 350 students’ biology questions that are not covered by the Israeli biology curriculum were presented to 15 experienced biology teachers. These teachers provided 19 reasons why they would or would not address these questions in their teaching. In stage 2, these 19 reasons were presented to another 175 high-school teachers from different disciplines. These teachers were asked to rank the importance of each reason in deciding whether to include or exclude topics raised by the student which are not required by the curriculum. Based on these answers, the 19 reasons were classified into four groups: civic literacy, curricular compatibility, topic suitability, and curricular limitations. The findings show that demographic factors such as gender, experience, and sector, as well as the subject taught by the teacher, all influence decisions. Thus, many teachers are aware of the interest gap, but the solutions and the attention given to this problem vary.  相似文献   

Political attitudes of Israeli students: a comparative perspective     

Rina Shapira  Eva Etzioni-Halevy  Anat Barak 《Higher Education》1986,15(3-4):231-246

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Toward Bridging the Mechanistic Gap Between Genes and Traits by Emphasizing the Role of Proteins in a Computational Environment     

Michal Haskel-Ittah  Anat Yarden 《Science & Education》2017,26(10):1143-1160

Previous studies have shown that students often ignore molecular mechanisms when describing genetic phenomena. Specifically, students tend to directly link genes to their encoded traits, ignoring the role of proteins as mediators in this process. We tested the ability of 10th grade students to connect genes to traits through proteins, using concept maps and reasoning questions. The context of this study was a computational learning environment developed specifically to foster this ability. This environment presents proteins as the mechanism-mediating genetic phenomena. We found that students’ ability to connect genes, proteins, and traits, or to reason using this connection, was initially poor. However, significant improvement was obtained when using the learning environment. Our results suggest that visual representations of proteins’ functions in the context of a specific trait contributed to this improvement. One significant aspect of these results is the indication that 10th graders are capable of accurately describing genetic phenomena and their underlying mechanisms, a task that has been shown to raise difficulties, even in higher grades of high school.  相似文献