“Inhabitants of the Earth”: Reasoning About Folkbiological Concepts in Wichi Children and Adults     

Andrea S. Taverna  Douglas L. Medin  Sandra R. Waxman 《Early education and development》2016,27(8):1109-1129

Across the world, people form folkbiological categories to capture their commonsense organization of the natural world. Structured in accordance with universal principles, folkbiological categories are also shaped by experience. Here we provide new evidence from the Wichi—an understudied indigenous community who live in the Chaco rainforest and speak their heritage language. A total of 44 Wichi (6- to 8-year-olds, 9- to 12-year-olds, adults) participated in an induction task designed to identify how broadly they attribute an invisible biological property (e.g., an internal organ) from 1 individual (either a human, nonhuman animal, or plant) to other humans, nonhuman animals, plants, natural kinds, and artifacts. Research Findings: These results (a) clarify the content of the Wichi’s categories and the words they use to describe them, (b) showcase the power of covert (unnamed) categories, and (c) fortify the view that human-centered reasoning is not a universal starting point for reasoning about nature. Practice or Policy: Implications of these findings for early science education are discussed. In particular, we discuss (a) how the Wichi’s construal of the natural world may be best integrated when they reach the (Western science–inspired) classroom and (b) how the current results bear on central issues in early science education more broadly.  相似文献   

Resistance to interference in complex negative patterning     

Willams DA  Gawel JD  Mehta R  Reimer S 《Learning & behavior》2005,33(4):417-427

Resistance to interference was examined in rats that received a complex negative patterning discrimination in which XA and XB were followed by food reinforcement and XAB was not. Retention of the discrimination was evident after separate reinforcement of both A and B (Experiment 3), but not after reinforcement of either AB (Experiments 1 and 3) or XAB (Experiments 2 and 3). These data suggest that complex negative patterning discriminations are acquired configurally and that the relative similarity of the original discrimination and subsequent interference trials dictates the final degree of retention observed.  相似文献   

Comparing face-to-face and asynchronous online communication as mechanisms for critical reflective dialogue     

Susan Salter  Tracy Douglas  David Kember 《Educational Action Research》2017,25(5):790-805

Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article compares discussion using the two modes (face-to-face and online) of the nature of and development of problem-solving and other graduate attributes. Face-to-face discussion was wide ranging and quite loosely structured, so divergent aspects of a topic were uncovered. The asynchronous nature of online discussion, however, permitted topics to be explored more thoroughly. The two modes worked well in conjunction with one another, if aspects of face-to-face discussion topics were posted online as discussion threads. The asynchronous online discussions then allowed each thread to be explored in depth, so that collective understanding of a given topic could be enhanced.  相似文献   

Understanding curriculum as geo/biospheric text     

Bigloo  Fay  Scott  Sandra  Adler  Douglas 《Prospects》2021,51(1-3):117-128

PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other...  相似文献   

The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy     

Rees  Simon  Kind  Vanessa  Newton  Douglas 《Research in Science Education》2021,51(2):419-438

Research in Science Education - Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students...  相似文献   

The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector     

Derek Glover  Douglas Averis  Victoria Door 《Learning, Media and Technology》2007,32(1):5-20

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.  相似文献   

Task of the teaching life: Self through bakhtinian dialogue and ideological engagement     

Douglas McKnight 《Interchange》2004,35(3):281-302

This article describes Mikhail Bakhtin’s 20^th century work on dialogue as it may serve one engaged in the teaching as a vocation and existential pursuit rather than as a job or profession. Dialogue, as theorized by Bakhtin, within the pedagogical real, potentially becomes a mod of being through which the individual engages in the project of selfhood, a task basic to the human enterprise. For Bakhtin, dialogue was in part a structure within and through which we come to consciousness and give flesh and meaning to our existence. According to Bakhtin, the structure of self is dialogical and unfinalizable, meaning that each individual comes to consciousness through dialogue with some other. From a Bakhtinian perspective, the, selfhood as a dialogical formation constitutes a fundamental relation by which we much participate without end, making dialogue an unavoidable social activity immersed in language.  相似文献   

Reward pretraining and discrimination learning set     

Douglas L. Medin 《Learning & behavior》1974,2(4):305-308

Pigtailed monkeys were trained on discrimination problems involving objects that had been previously paired with reward, previously paired with nonreward, or objects not associated with any pretraining. In two separate studies, no differences on these various problem formats were observed, but performance improved considerably with practice. These results are contrary to the theories for learning set formation of Spence and Medin.  相似文献   

Appendix: Summary of Versions of the Dimensional Change Card Sort Used     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):120-123

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Language preferences of freshman chemistry students: An exploratory study     

Douglas M. Hill  Sheldon R. Baker  Lawrence H. Talley  Malcolm D. Hobday 《科学教学研究杂志》1980,17(6):571-576

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