Book reviews     

Ligia Toutant  Gregory Martin  Jennifer Rennie 《The Australian Educational Researcher》2009,36(1):105-112

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The Use of Flexible Learning Resources for Geographically Distributed Rural Students   总被引：1，自引：0，他引：1  

Frank Rennie 《Distance Education》2003,24(1):25-39

The focus of this paper is to describe and explain the evolution of teaching resources and tuition on the Rural Development Studies undergraduate degree programme at the UHI Millennium Institute. This degree was selected for development in a flexible style of delivery due to the curriculum contents and its delivery to a very scattered student population over a wide rural area. The degree has a multi-disciplinary approach with a variety of tuition styles, assessment mechanisms, and student support that have been tutored in both face-to-face and remote delivery, and this illustrates well the changing nature of information and communications technologies (ICTs) in student-tutor interaction. Increasing emphasis is on the simplicity of the application of new technologies to facilitate interactivity between students and tutors but, most importantly, on improving the optimum mixture of the different teaching media used. The emphasis is on consistency and quality in distributed learning to encourage the sustainable delivery of formal education in rural and remote areas where it is not normally readily available. Current course research is investigating the sense of online community identity exhibited by groups of students on different levels, different study modules, and using different blends of resources for tutor-student-student communication.  相似文献   

Development of a hypertext computer program to enhance the scientific writing of upper secondary physics students     

Patrick Cronin  Gary Williams  Lēonie Rennie 《Research in Science Education》1993,23(1):42-50

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Adults’ Learning about Science in Free‐choice Settings     

Léonie J. Rennie  Gina F. Williams 《International Journal of Science Education》2013,35(8):871-893

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science‐related experiences in free‐choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and its communication by scientists. The three studies involved samples of visitors to an interactive science centre, visitors to a traditional natural history museum, and attendees at a series of public lectures, each given by an expert scientist in human genetics. Pretest and post‐test data collected by parallel questionnaires indicated that, despite the different nature of their experience in the three different settings, participants became more positive about the value of science and the work done by scientists and their ability to communicate with the public. At all venues, however, participants became less scientific in their thinking about the nature of scientific knowledge, becoming more likely to believe it to be infallible. The consistency of these findings was surprising, and participants’ changed views about the nature of scientific knowledge were unexpected. Possible explanations for theses outcomes were suggested in terms of participants’ reasons for attending the venue, the nature of their engagement, and the non‐controversial ways in which the exhibitions and lectures were structured. The findings suggest that the educational role of free‐choice settings should be considered carefully, particularly with regard to the representation of science.  相似文献   

Curriculum reform and choice of science: Consequences for balanced and equitable participation and achievement     

Lonie J. Rennie  Lesley H. Parker 《科学教学研究杂志》1993,30(9):1017-1028

In 1988, most schools in Western Australia adopted a Unit Curriculum structure in the first three years of high school, following piloting of the scheme in seven schools in 1987. The goais of the Unit Curriculum are stated to be excellence, equity, and relevance, and one of its key features is the increased flexibility students have in making their subject selection. This article reviews the science enrollment and achievement patterns of males and females studying in the pilot schools in 1987, and for the first three years of the operation of the Unit Curriculum in 1988, 1989, and 1990. The data indicate that lowering the age for subject choice is associated with a reduction in the amount of science studies, especially by females, and with the early manifestation of sex-stereotyped subject selection. It appears that if early sex stereotyping is to be avoided, then students need to be provided with more structure in their selection of units. This article emphasizes the need for all involved in system-wide curriculum change to be fully informed of the potential benefits and dangers of curriculum models which allow wide flexibility, especially where curriculum change affects students' “choice point”.  相似文献   

Learning in science centres and science museums: A review of recent studies     

Terry McClafferty  Dr Léonie Rennie 《Research in Science Education》1993,23(1):351-351

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Bloom's theory of school learning—A summary of the implications for science education     

Leonie Rennie 《Research in Science Education》1979,9(1):13-14

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Understanding technology: the development of a concept     

Tina Jarvis  Léonie J. Rennie 《International Journal of Science Education》2013,35(8):977-992

Children's perceptions about technology were measured using a Writing/Drawing Activity and a Picture Quiz, administered to approximately 300 grade three to six children in six primary schools in the English Midlands. The results indicate that although many children associate technology only with computers and modern appliances, overall there is a variety of ideas, with the more complex and coherent among older children. Subsequently interviews were carried out with 81 of the children to explore their reasons for choosing items which they said were something to do with technology. The children were able to respond in a thoughtful and consistent manner. Even when the children professed not to know what technology is, they often used an alternative but consistent explanation. A tentative model describing the development of children's ideas about technology is presented.  相似文献   

Experiments on the friction and abrasion of the surfaces of solids     

George Rennie 《Journal of The Franklin Institute》1830,9(1):1-12

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A Cost–Benefit Analysis of Automatic Item Generation     

Audra E. Kosh  Mary Ann Simpson  Lisa Bickel  Mark Kellogg  Ellie Sanford‐Moore 《Educational Measurement》2019,38(1):48-53

Automatic item generation (AIG)—a means of leveraging technology to create large quantities of items—requires a minimum number of items to offset the sizable upfront investment (i.e., model development and technology deployment) in order to achieve cost savings. In this cost–benefit analysis, we estimated the cost of each step of AIG and manual item writing and applied cost—benefit formulas to calculate the number of items that would have to be produced before the upfront costs of AIG outweigh manual item writing costs in the context of K‐12 mathematics items. Results indicated that AIG is more cost‐effective than manual item writing when developing, at a minimum, 173 to 247 items within one fine‐grained content area (e.g., fourth‐ through seventh‐grade area of figures). The article concludes with a discussion of implications for test developers and the nonmonetary tradeoffs involved in AIG.  相似文献