Articulation of Conceptual Knowledge and Argumentation Practices by High School Students in Evolution Problems     

Marina de Lima Tavares  María-Pilar Jiménez-Aleixandre  Eduardo F. Mortimer 《Science & Education》2010,19(6-8):573-598

The oral arguments of 12th grade students while solving tasks related to evolution are examined. Two groups (N = 45), taught by the same teacher, were studied during a complete teaching sequence. The paper focuses on data from the last sessions, devoted to solving problems in small groups, problems related to different dimensions of the evolutionary model. Data include video recordings, the students’ written productions and the researcher (first author) field notes. The objective is to examine the process of articulation of students’ argumentation practices with their use of evolutionary models. The results show that participants were able to apply notions such as common ancestors, radiation, or gradualism to different contexts. The arguments required the articulation of evolution notions with argumentative practices as coordinating evidence with claims at different epistemic levels. The influence of the teacher’s strategies in the students’ role is discussed.  相似文献   

Digital Immersive Virtual Environments and Instructional Computing     

Jim Blascovich  Andrew C. Beall 《Educational Psychology Review》2010,22(1):57-69

This article reviews theory and research relevant to the development of digital immersive virtual environment-based instructional computing systems. The review is organized within the context of a multidimensional model of social influence and interaction within virtual environments that models the interaction of four theoretical factors: theory of mind, communicative realism, behavioral systems level, and situational self-relevance. The ways in which social interactional processes in digital immersive virtual environments may be easily filtered and transformed in ways relevant to instructor–learner interactions are discussed. Relevant experimental investigations are reviewed that indicate their potential to increase the adaptivity of immersive virtual environment systems for learners and instructors.  相似文献   

Personalizing and Contextualizing Multimedia Case Methods in University-based Teacher Education: An Important Modification for Promoting Technological Design in School Science     

Larry Bencze  Jim Hewitt  Erminia Pedretti 《Research in Science Education》2009,39(1):93-109

Results of various studies suggest that multimedia ‘case methods’ (activities associated with case documentaries) have many benefits in university-based teacher education contexts. They can, for example, help to ‘bridge the gap’ between perspectives and practices held by academic teacher educators and those held by student-teachers – who may adhere to perspectives and practices commonly supported in schools. On the other hand, some studies, along with theoretical arguments, suggest that there are limits to the effectiveness of multimedia case methods – because, for example, they can never fully represent realities of teaching and learning in schools. Furthermore, often missing from multimedia case methods is the student-teacher in the role of teacher. To address these concerns, we modified an existing multimedia case method by associating it with a special practice teaching situation in a school context. Qualitative data analyzed using constant comparative methods suggest that student-teachers engaged in this modified multimedia case method developed relatively deep commitments to encouraging students to conduct technology design projects – a non-traditional practice in school science. Factors that appeared to influence development of this motivation included student-teachers’ pre-instructional perspectives about science and the personalization and contextualization inherent to the modified multimedia case method.

Erminia PedrettiEmail:

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How do secondary students approach different types of division with remainder situations? Some evidence from Spain     

Purificación Rodríguez  M. Oliva Lago  M. Lourdes Hernández  Laura Jiménez  Silvia Guerrero  Sonia Caballero 《European Journal of Psychology of Education - EJPE》2009,24(4):529-543

Division-With-Remainder (DWR) problems are particularly complex, as suggested in many studies. The purpose of this work was to establish whether students’ difficulties in DWR problems came from an inadequate initial representation or from an inadequate final interpretation of the numerical answers, and whether remainders could be grouped into two blocks depending on the kind of answer, either directly matching the terms of the division or not. Forty-five Spanish secondary students, aged 12–13, were requested to solve two Types of Division Situations (i.e., Equal Groups and Comparison), each one involving four Types of Remainder (i.e., Remainder-Not-Divisible, Remainder-Divisible, Remainder-as-the-Result, and Readjusted-Quotient-by-Partial-Increments). Our data showed that: (a) the selection of the correct solution procedure depended on the Type of Division Situations, being easier in Equal Groups than in Comparison problems; (b) correct interpretations were higher than the percentages reported in other researches; and (c) success in problems whose answers were the quotient or the remainder was higher than in Readjusted-Quotient-by-Partial-Increments problems. The results obtained suggest that students’ difficulties originate in the initial representation of the DWR problems and that it would be more adequate to refer to the difficulty of Readjusted-Quotient-by-Partial-Increments problems in particular, rather than to the difficulty of DWR problems in general.  相似文献   

A Case Study of Relationships between Organizational Culture and Curricular Change in Engineering Education     

Prudence Merton  Jeffrey E. Froyd  M. Carolyn Clark  Jim Richardson 《Innovative Higher Education》2009,34(4):219-233

We examined two curricular change efforts at a small, midwestern engineering and science college in order to explore how organizational culture influences curricular change processes. We found that the failure of one effort (measured by inability to sustain the curriculum over time) and the success of the other (the curriculum continues to be offered by the institution) were directly linked to how well the change strategies aligned with the culture of the institution.  相似文献   

Inclusion and mastery: variations on the theme of subjection     

Lise Bird Claiborne  Sue Cornforth  Bronwyn Davies  Andrea Milligan  Elizabeth Jayne White 《Gender and education》2009,21(1):47-61

This article undertakes a discursive analysis of the concepts of ‘inclusion’ and ‘mastery’ using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/non‐mastery and inclusion/exclusion often exceeded or transgressed dominant normative discourses concerning the competent performance of autonomous selves. Drawing on the work of several theorists, they authors explored these transgressions. In so doing, their analysis extends Butler’s theorising of the human subject as constituted through processes of exclusion and differentiation.  相似文献   

Laparoscopy: Learning a new surgical anatomy?     

Angel Martin Jiménez  Jose‐Francisco Noguera Aguilar 《Anatomical sciences education》2009,2(2):81-83

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What the Zoo Should Ask: The Visitor Perspective on Pro‐wildlife Behavior Attributes     

Liam Smith  Jim Curtis  Pieter Van Dijk 《Curator: The Museum Journal》2010,53(3):339-357

Abstract Zoos have some choice about which pro‐wildlife behaviors to ask their visitors to do, but with this freedom comes the difficult task of choosing behaviors that are appropriate, effective, and that do not affect visitors’ experiences. This paper presents attributes of pro‐wildlife behaviors that emerged from self‐completed questionnaires administered to 114 zoo visitors. Questions sought to elicit attributes that visitors felt should be considered in the behavior selection process. The results say that behaviors should: have an on‐site option; be new, or if known, include new learning that underpins why they are needed; be easy to do; and have a clear link between the behavior and how it helps wildlife. Respondents also made comments about specific behaviors as well as how behaviors should or should not be requested. We suggest that visitors’ perspectives be incorporated into pro‐wildlife behavior selection in zoos, and we propose that these findings may be relevant beyond zoos.  相似文献   

Food Science Education Publications and Websites     

Jim Bird 《Journal of Food Science Education》2014,13(3):35-37

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Foreign Television Programs: How to Record and Use Them in Foreign Language Classes     

Jim Dickson 《Clearing house (Menasha, Wis.)》2013,86(3)

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