Changing and Explaining Behaviour by Reward     

Les Burwood  Carol Brady 《Journal of Philosophy of Education》1984,18(1):109-113

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Developmental and compensatory play: a means of facilitating social, emotional, cognitive, and linguistic growth in deaf children     

F H Sisco  P L Kranz  N L Lund  G C Schwarz 《American annals of the deaf》1979,124(7):850-857

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The correction of errors committed with high confidence     

Brady Butterfield  Janet Metcalfe 《Metacognition and Learning》2006,1(1):69-84

Most theories predict that when people indicate that they are highly confident they are producing their strongest responses. Hence, if such a high confidence response is in error it should be overwritten only with great difficulty. In contrast to this prediction, we have found that people easily correct erroneous responses to general information questions endorsed as correct with high-confidence, so long as the correct answer is given as feedback. Three potential explanations for this unexpected hypercorrection effect are summarized. The explanation that is tested here, in two experiments, is that after a person commits a high-confidence error the correct answer feedback, being surprising or unexpected, is given more attention than is accorded to the feedback to low-confidence errors. This enhanced attentional capture leads to better memory. In both experiments, a tone detection task was presented concurrently with the corrective feedback to assess the attentional capture of feedback stimuli. In both, tone detection was selectively impaired during the feedback to high confidence errors. It was also negatively related to final performance, indicating that the attention not devoted to the tone detection was effectively engaged by the corrective feedback. These data support the attentional explanation of the high-confidence hypercorrection effect.  相似文献   

A Science for Citizenship Model: Assessing the Effects of Benefits,Risks, and Trust for Predicting Students’ Interest in and Understanding of Science-Related Content     

Brady Michael Jack  Ling Lee  Kuay-Keng Yang  Huann-shyang Lin 《Research in Science Education》2017,47(5):965-988

This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students’ awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students’ triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students’ understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students’ learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations.  相似文献   

Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review     

Daniele B. Conte  Milena Zancanaro  André Guollo  Luana R. Schneider  Rafael G. Lund  Sinval A. Rodrigues-Junior 《Anatomical sciences education》2021,14(1):99-109

This systematic review aimed to identify the level of impact of educational strategies for teaching tooth carving on the carving ability of undergraduate dental students. The PubMed-NCBI, Cochrane-CENTRAL, LILACS, Ibecs, BBO, Web of Science, and Scopus databases were searched in May 2019, for randomized controlled trials (RCTs) and two-arm non-randomized studies of interventions (NRSI) addressing educational interventions toward the dental carving of undergraduate students. Studies from the year 2000 until the search date, written in English, Portuguese, and Spanish were included. Study screening and data extraction were performed in duplicate and blinded. The data were presented narratively, considering the dental carving ability of students the primary outcome. The risk of bias was assessed using the RoB tool 2.0 and ROBINS-I, and the level of evidence was determined with GRADE. Of 3,574 studies, 6 were included, with 3 RCTs and 3 NRSIs. Very low level of evidence was provided from the NRSIs that flipped classroom (1 study; n = 140) and a student-driven revised module (1 study; n = 264) improved the carving ability of students. Additionally, there was moderate evidence of online complementary material (1 RCT; n = 30) and reinforcement class improving the carving ability of students (1 RCT; n = 29). The replacement of traditional classes by an instructional DVD (1 RCT; n = 73) and assessment of carving projects through digital systems (1 NRSI; n = 79) did not enhance the carving ability of students. Study design, risk of bias, and imprecision downgraded the level of evidence. There was a very low to moderate evidence on the effectiveness of student-driven educational approaches and complementary classes of dental anatomy in improving the dental carving ability of students.  相似文献   

Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching     

Thomas Perry  Peter Davies  Josephine Brady 《Cambridge Journal of Education》2020,50(5):615-637

ABSTRACT

The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.  相似文献   

Positive and negative aspects of relationship quality and unprotected sex among young women     

Sonya S. Brady  Sandra K. Gruber  Julian A. Wolfson 《Sex education》2016,16(6):586-601

The aim of this study was to examine both positive and negative aspects of relationship quality in relation to condom use. Sexually active young women aged 14–18 years (n = 111; 34% non-white) were recruited from community clinics and schools in the Midwest USA and provided data via an online survey. The number of unprotected sex acts in the past month with the most recent male partner was regressed on relationship quality with that partner, adjusting for demographics and other characteristics. Negative relationship quality was associated with a greater number of unprotected sex acts among women reporting a low level of positive relationship quality and among women taking hormonal/IUD contraception. Positive relationship quality was associated with unprotected sex among women who reported multiple partners in the past month. Both positive and negative aspects of relationship quality may confer risk for unprotected sex. This risk appears to be modified by patterns of contraceptive use and other sexual behaviours. Health professionals and sexual health educators may be more effective in promoting condom use if they ask questions about both positive and negative aspects of young people’s relationship quality and tailor their conversations based on the responses received.  相似文献   

Salt,time, and metaphor: examining norms in scientific culture     

Anna G. Brady 《Cultural Studies of Science Education》2017,12(2):387-394

As has been widely discussed, the National Research Council’s (NRC) current policy in United States education advocates supporting students toward acquiring skills to engage in scientific practices. NRC policy also suggests that supporting students in the practices of science may require different approaches than what is required for supporting student engagement with scientific content. Further, acquiring skills in scientific practices is not limited to gaining proficiency in utilizing tools that support scientific inquiry: students must also understand how to interpret information generated from such tools. These tools of scientific practices are embedded within scientific culture, which from Sewell’s perspective, is comprised of both practice and semiotic code (symbols and meanings). To become scientifically literate students must learn to utilize this code in practice. Author Germà Garcia-Belmonte identified one example of learning to utilize the semiotic code in scientific practice and considers challenges faced by undergraduate physics and engineering students within that context. Garcia-Belmonte observes students struggle to interpret symbols and meaning (the visual display generated) while engaging in practice (utilizing an oscilloscope) and posits that two, culturally bound, competing, linguistic metaphors of time may be the cause. Ultimately, however, the author does not explore beyond hypotheses. Although his theory may be correct, the paper serves as a reminder of the responsibility we have to students. As educators, it is useful and beneficial to make observations and develop theories surrounding why our students struggle. However, in addition to theorizing on why, for example, a particular scientific norm might present challenges for our students, we must remain mindful that challenges may not be uniform and may vary considerably according to students’ culture(s). Engaging with students and soliciting specific information regarding the challenges they face allows us, as educators, to both examine whether students’ reported challenges align or conflict with our own perceptions of those challenges, and subsequently devise and test methods toward supporting students in overcoming their challenges.  相似文献   

Science Teachers’ Meaning-Making When Involved in a School-Based Professional Development Project     

Birgitte Lund Nielsen 《Journal of Science Teacher Education》2012,23(6):621-649

A group of teachers?? meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers?? meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students?? learning. Furthermore, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed.  相似文献   

MEASURING THE CONFIDENCE OF 8TH GRADE TAIWANESE STUDENTS’ KNOWLEDGE OF ACIDS AND BASES     

Brady Michael Jack  Chia-Ju Liu  Houn-Lin Chiu  Chun-Yen Tsai 《International Journal of Science and Mathematics Education》2012,10(4):889-905

The present study investigated whether gender differences were present on the confidence judgments made by 8th grade Taiwanese students on the accuracy of their responses to acid–base test items. A total of 147 (76 male, 71 female) students provided item-specific confidence judgments during a test of their knowledge of acids and bases. Using the correctness of the answer responses, a confidence rating score, an unweighted rating score, and a relative confidence rating score were calculated for each respondent. The correlations between the boys and girls for each score area showed girls as scoring higher than boys in their knowledge of acids and bases, were more confident in this knowledge, and more willing to express different levels of confidence among the test items.  相似文献