‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge     

Susan Carey  Risa Evans  Maya Honda  Eileen Jay  Christopher Unger 《International Journal of Science Education》2013,35(5):514-529

The research reported here focuses on grade 7 (12‐year‐old) students’ epistomological views prior to and after exposure to a teaching unit especially developed to introduce the constructivist view of science. A clinical interview was used to assess students’ understanding about the nature of scientific knowledge and inquiry. Students’ initial epistemological stance is that scientific knowledge is a passively acquired, faithful copy of the world, and that scientific inquiry is limited solely to observing rather than constructing explanations about nature. We found that it is possible to move students beyond this initial view.  相似文献   

Plain journalism: The maintenance of a “vocabulary of kinship” in an Amish newspaper     

Michael Clay Carey 《Qualitative Research Reports in Communication》2018,19(1):1-8

Media may serve as avenues for the expression of common ideals and values that help individuals place themselves in a community of like-minded people. Using Benedict Anderson’s notion of a mediated “vocabulary of kinship” that binds individuals together, this study illustrates the ways the very structure of media content can encourage feelings of commonality. The vehicle for this inquiry is The Budget, a weekly newspaper produced by and for a North American audience of Amish and Mennonite readers. The research suggests that structural aspects of dispatches in The Budget, such as conversational and intentionally informal writing styles, the encouragement of dialog, and use of particular dialects and phrases, reinforce values of familiarity and intimacy that are central to Amish and Mennonite culture.  相似文献   

Electronic text: A new path for higher education     

Brenda Pfaehler  John Carey 《TechTrends》1985,30(5):12-15

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Between Two Worlds: Australian Publishing on the Horns of an Import Dilemma     

Steve Carey 《Publishing Research Quarterly》2008,24(3):156-164

This article looks at the consequences of the 1991 amendment to the Australian Copyright Act, which meant that, for the copyright owner or authorised distributor to attain the right to control imports, it had to make the book available in Australia within 30 days of first publication overseas; and, to retain that right, it had to notify the retailer within 7 days of receiving an order whether it could be fulfilled within 90 days, and then in fact do so (. Accessed 28 June 2008). The article discusses the background to that change, what has happened since and what arguments are marshalled by those in favour of the status quo (restrictions that must be qualified for), and those in favour of a completely open market. The arguments used say much about the current preoccupations of those in Australian publishing. The debate around whether booksellers should be free to import copies of a new book from any supplier willing to sell them boils down to four issues: the availability in Australia of books published overseas; the price of books in Australia; the preservation of Australian publishing; and the protection of the rights of copyright holders. Those in favour of the open market believe that it would improve the first two without diminishing the latter two; those who support the status quo, that changing would bring no substantial benefits, and hurt both publishing and the rights of copyright holders. In summary, the reasons for maintaining the status quo are that things work fine as they are; that Australian literature (authors, bookshops, publishers) would suffer if things changed; and that the publisher is entitled to protect its investment through territorial control of copyright. The reasons for going to a completely open market are that only an open market can determine market price; that booksellers are unfairly disadvantaged competing against online sellers, on whom parallel importing restrictions are effectively not imposed; that copyright holders lose their rights when they sell something, and shouldn’t get a secondary chance to protect their investment; there is already a de facto open market, which unfairly restricts those who obey the law; there is a narrow window of opportunity for selling a book, which the current restrictions don’t serve; and the current situation is a poor compromise that doesn’t achieve the benefits of the open market.  相似文献   

The future of adult education in Ireland     

Liam Carey 《Irish Educational Studies》2013,32(2):222-232

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SERRANO AND SEGREGATION     

Mark G. Yudof  John E. Coons  Sarah C. Carey 《Equity & Excellence in Education》2013,46(2):71-74

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The information needs and information seeking behaviour of medical research staff     

JaN. Murray  Esther Carey  Suzanne Walker 《Health information and libraries journal》1999,16(1):46-49

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Behavior Breakthroughs™: Future Teachers Reflect on a Focused Game Designed to Teach ABA Techniques     

John Lowdermilk  Deborah Martinez  Julie Pecina  Lisa Beccera  Carey Lowdermilk 《TechTrends》2012,56(3):29-35

This article examines the use of a focused educational game. The game, Behavior Breakthroughs™, was created to teach people that work with children with autism, appropriate behavior management techniques. A group of undergraduate, teacher education students played the game and provided feedback on their experiences.  相似文献   

An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs     

Kozeracki CA  Carey MF  Colicelli J  Levis-Fitzgerald M  Grossel M 《CBE life sciences education》2006,5(4):340-347

UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998–1999 to 2004–2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.  相似文献   

The limits of cultural competence: an Indigenous Studies perspective     

Michelle Carey 《高等教育研究与发展》2015,34(5):828-840

Taking the Universities Australia report, National best practice framework for Indigenous cultural competency in Australian universities (2011) as the starting point for its discussion, this paper examines the applicability of cultural competence in the design and delivery of Australian Indigenous Studies. It argues that both the conceptual underpinnings and the operationalisation of cultural competence necessitate an over-reliance on essentialised notions of Indigeneity, cast in radical opposition to non-Indigeneity, which negate multiple and diverse expressions of Indigenous identity and lived experience. Thus, this approach perpetuates the very colonialist logics Indigenous Studies should endeavour to overcome. Secondly, it argues that cultural competency's emphasis on non-Indigenous self-reflexivity, broadly consistent as it is with both scholarship and praxis in Indigenous Studies, is represented in some of the literature as uncritical deference to an always-unified Indigeneity, thereby exacerbating the original essentialising impulse evident in the cultural competence paradigm. Therefore, this paper proposes that Indigenous Studies should explore the limits of self-reflexivity, with a view to establishing a genuinely anti-colonial/decolonising praxis that incorporates the capacity to negotiate Indigenous intracultural diversity along with other markers for identity.  相似文献