Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations     

Michelle?D.?PatrickEmail author  Glenda?Carter  Eric?N.?Wiebe 《Journal of Science Education and Technology》2005,14(3):353-365

Visual representations play a critical role in the communication of science concepts for scientists and students alike. However, recent research suggests that novice students experience difficulty extracting relevant information from representations. This study examined students’ interpretations of visual representations of DNA replication. Each of the four steps of DNA replication included in the instructional presentation was represented as a text slide, a simple 2D graphic, and a rich 3D graphic. Participants were middle grade girls (n = 21) attending a summer math and science program. Students’ eye movements were measured as they viewed the representations. Participants were interviewed following instruction to assess their perceived salient features. Eye tracking fixation counts indicated that the same features (look zones) in the corresponding 2D and 3D graphics had different salience. The interviews revealed that students used different characteristics such as color, shape, and complexity to make sense of the graphics. The results of this study have implications for the design of instructional representations. Since many students have difficulty distinguishing between relevant and irrelevant information, cueing and directing student attention through the instructional representation could allow cognitive resources to be directed to the most relevant material.  相似文献   

The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students     

Jeff Milbourne  Eric Wiebe 《Research in Science Education》2018,48(1):165-179

While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students’ solution pathways, as well as the obstacles that prevented them from reaching “reasonable” solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student’s solution pathway choice may depend on how she perceives the problem.  相似文献   

The Reproduction of Social Stratification in Zimbabwe: A study of the attitudes and practices of A-level biology teachers in Harare     

Eric Gwimbi  Martin Monk 《British Journal of Sociology of Education》2003,24(1):21-38

This study looks at the classroom practices and attitudes of a sample of A-level biology teachers in Harare, Zimbabwe. The analysis of the data shows that the teachers in what are termed 'richer' school contexts, as measured by teachers' self reports, have attitudes to the philosophy of science that are more relativist and more deductivist, but less process orientated and less de-contextualist, than their colleagues in 'poorer' school contexts. Teachers from the two school contexts organised their biology practical lessons with different grouping strategies. In theory lessons, the teachers in the two school contexts spent different amounts of time on pupils' activities. The analysis points to how different classroom practices might be associated with the reproduction of social stratification.  相似文献   

The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children     

Quémart  Pauline  Lambert  Eric 《Reading and writing》2019,32(1):175-195

Reading and Writing - Grapheme and syllable units have been shown to influence the dynamics of handwriting in adults and children, but the influence of morphemes remains to be clarified. We tested...  相似文献   

Early means early: understanding popular understandings of early childhood development in South Africa     

Linda M. Richter  Mark Tomlinson  Kathryn Watt  Eric H. Lindland 《Early Years: An International Journal of Research and Development》2019,39(3):295-309

Scientific and policy advances are putting early childhooddevelopment (ECD) at the center of efforts to improve humandevelopment. This study was undertaken to understand whatknowledge and attitudinal barriers exist that 25 hinder the full-scaleroll-out of services for the youngest children and their families.We used anthropological methods honed by the FrameworksInstitute to plumb beliefs about early childhood development amongmembers of the public and implementation and policy stakeholders,and compare those with the findings from ECD research. Whilemembers of the public and stakeholders agree on the importance ofECD, as demonstrated in other country settings, a major barrier todirecting services to the youngest children is a perceptual tendencyto ‘age up’. That is, to consider learning and other important skillsas being acquired in the pre-school rather than infancy period.Communication strategies that incorporate debate are neededto give full effect to the ECD and related policies, especiallyaround the topics of prioritizing the youngest 40 children, physicalpunishment, child rights, and the pervasiveness Q5 of threats toECD arising from poverty and disadvantage.  相似文献   

Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review     

Jason C. Chow  Eric Ekholm 《Educational Psychology Review》2018,30(3):727-744

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Approach tendency and threat display as related to social status of Siamese fighting fish,Betta splendens     

Janice A. Meliska  Charles J. Meliska  Kermit T. Hoyenga  Katherine B. Hoyenga  Eric F. Ward 《Learning & behavior》1975,3(2):135-139

Forty-eight maleBetta splendens were assigned to three groups of 16 (eight pairs) each. In two of the groups, pairs of fish were first allowed to fight until a dominance-subordinance relationship was established. Then each subject was tested on measures of time spent in approach and threat display toward either (1) its own pair member, with which it was experienced and familiar (Group EF), or toward (2) another combat-experienced fish, with which it was unfamiliar (Group EU). A third group of inexperienced and unfamiliar individuals (Group IU) were first exposed to their own mirror images and then tested for approach and threat-display duration. Pairs of these fish were then allowed to fight until dominance was determined. The three major findings were: (a) Dominant subjects approached and displayed significantly more than subordinates in all three groups; (2) Dominant subjects of Group IU did not differ significantly from dominants in the other two groups with respect to time spent in approach and display; and (3) Fish exposed to mirrors prior to combat required significantly fewer sessions to establish dominance than fish not receiving mirror exposure. Results suggest that dominant fish can be distinguished on the basis of their approach tendency and threat-display scores prior to actual physical combat. An habituation model of dominance determination was proposed.  相似文献   

Bill Shakespeare’s blind date     

Eric Hadley 《Literacy》2002,36(2):75-79

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Student Identities and/in Schooling: Subjection and adolescent performativity     

Eric Jabal  Dominique Rivière 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):197-217

This article uses a fictionalized scenario to examine how three students at an “ordinary” suburban high school in Canada negotiate the context-specific conditions, discourses, and practices that make schools important sites of identity formation. It argues that drawing from Foucault's ideas on the “subjection” of individuals, as well as from the field of performance studies, provides a fresh perspective to redress the potential mismatches between official multicultural education discourses and the lived schooling realities of students. In the process, it demonstrates how subjection and adolescent performativity can be useful analytics through which to understand student identities and/in schooling. The article concludes with some implications for shifts in policy, pedagogy, and practice to help schools engage with student diversity.  相似文献   

The effects of prior informal science and math experiences on undergraduate STEM identity     

Eric E. Goff  Kelly Lynn Mulvey  Matthew J. Irvin  Adam Hartstone-Rose 《Research in Science & Technological Education》2020,38(3):272-288

ABSTRACT