Object and pattern discrimination learning by young children as a function of availability of cues     

C T Falk 《Child development》1968,39(3):923-931

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Monty's dilemma with no formulas     

Ruma Falk 《Teaching Statistics》2014,36(2):58-61

The article presents an attempt to analyse Monty's dilemma by means of conversational formula‐free dialogues and to simulate the problem by composing isomorphic stories. The crucial roles of specifying the underlying scenarios and explicating epistemic and probabilistic assumptions are highlighted.  相似文献   

Free‐choice environmental learning: framing the discussion     

John H. Falk 《Environmental Education Research》2005,11(3):265-280

Education is a lifelong endeavor; the public learns in many places and contexts, for a diversity of reasons, throughout their lives. During the past couple of decades, there has been a growing awareness that free‐choice learning experiences – learning experiences where the learner exercises a large degree of choice and control over the what, when and why of learning – play a major role in lifelong learning. Worldwide, most environmental learning is not acquired in school, but outside of school through free‐choice learning experiences. Included in this article are brief overviews of environmental learning, the nature of learning, the educational infrastructure, and free‐choice learning as a term. This article provides a framework for thinking about free‐choice environmental learning and sets the stage for thinking about the other articles in this special issue.  相似文献   

Cognitive factors predicting intentions to search for health information: an application of the theory of planned behaviour     

Astrid Austvoll‐Dahlgren  Ragnhild S. Falk  Sølvi Helseth 《Health information and libraries journal》2012,29(4):296-308

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History of Physics in Science Teacher Training in Oldenburg     

Riess  Falk 《Science & Education》2000,9(4):399-402

For several years Oldenburg University inGermany has offered a study program in History ofPhysics for physics teacher students. Some courses ofthe ordinary physics curriculum were modified with anemphasis on history and philosophy of science, andsome lectures focussed on historical subjects werenewly created. Moreover the candidates for final examscan choose a historical topic – usually centered on anexperiment – as the subject of their exam paper. Inthe following article the courses are shortlydescribed, some examples of the students' achievementsare presented, and the educational relevance ispointed out. Finally the experiences of the project sofar are described and assessed.  相似文献   

Problems with German Science Education     

Riess  Falk 《Science & Education》2000,9(4):327-331

The main problems of science (especiallyphysics) teaching in Germany are students' lack ofinterest and motivation in the subject, their poorunderstanding of scientific concepts, ideas, methods,and results, and their lack of comprehension of thesocial, political, and epistemological role ofscience. These circumstances result in a growing`scientific illiteracy' of the population and adecline in democratic quality concerning decisionmaking processes about scientific and technologicalprojects. One means of improving this situation liesin the use of history and philosophy of science inscience teaching. School science curricula undtextbooks neglect almost completely the importance ofhistory and philosophy of science. In this paper, themain empirical results concerning motivation andknowledge are given. Some examples from sciencecurricula and textbooks are presented, and some of thefew reform projects in Germany are listed. As aconsequence a compensatory program is proposed inorder to create the prerequisites for raising scienceeducation in Germany to an international standard.  相似文献   

The Meaning of the Web     

Jim Falk 《The Information Society》1998,14(4):285-293

Speculation about the meaning of the Net (the Internet and potentially associated networks) and its most rapidly developing dimension, the Web (the World Wide Web), are both symptoms and components of a broader reshaping of world politics, economy, and culture. These changes challenge many of the categories within which we have grown used to thinking about the shape and meaning of society and its future. For individuals and local communities, the promises, hopes, and fears associated with the growth of the Web have particular poignancy as they face the challenge of establishing and asserting their identity in a ever more complicated and interdependent world and, through that, finding a strategy for achieving the sort of future they would like to live. The Net and the Web are technologies that promise us access to the world, but they and their associated social and economic trends challenge many of the premises upon which our identity is forged. The Net facilitates the development of new forms of transnational community organization, opening up the promise of more effective ways of acting as citizens across the broader social terrains in which it must be expressed. This article reconsiders the traditional theoretical tools that we have available to understand these issues. It addresses some of the central difficulties and possibilities available to us in rethinking identity, exploring the new promising cultural potential of the Web and Net in a more integrated and simultaneously fragmenting world.  相似文献