排序方式： 共有119条查询结果，搜索用时 15 毫秒
31.
Aaron M. Pleitner Susan R. Hammons Emily McKenzie Young‐Hee Cho Haley F. Oliver 《Journal of Food Science Education》2014,13(4):68-76
Maintaining current, relevant curriculum in undergraduate Food Microbiology courses is essential for training future experts in food quality and safety. Having an understanding of the fundamental techniques (for example, polymerase chain reaction [PCR]) that are used in the food industry and regulatory agencies is critical for students entering the workforce. The purpose of this study was to assess the efficacy of integrating molecular methods into an undergraduate Food Microbiology course in both lecture and laboratory settings. Modules on PCR and pulsed‐field gel electrophoresis (PFGE), both of which are currently used by government agencies and the food industry to investigate the presence and persistence of foodborne pathogens, were developed, introduced, and evaluated among 269 students over 4 y. Multiple teaching and learning styles were incorporated through (i) traditional lecture format on the basics of PCR and PFGE; (ii) hands‐on group activities to build upon the lecture instruction; (iii) performing PCR and PFGE in the laboratory; and (iv) group discussions to analyze results from laboratory exercises. Pre‐ and postinstruction evaluations revealed significant increases in understanding and application of both methods in lecture and laboratory settings as demonstrated by 0.60 and 0.51 mean normalized gains for respective PCR and PFGE lectures and 0.50 and 0.56 mean normalized gains in respective labs. Academic year significantly impacted score improvement, potentially due to hidden factors, such as previous exposure to material and student aptitude. This study provides the platform for successful introduction of molecular techniques in an undergraduate Food Microbiology course. The guidelines and materials developed by our group are publicly available for use by other institutions. 相似文献
32.
Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding difficulties. The purpose of this systematic review was to synthesize findings from 14 experimental intervention studies that have included students with SPC with the goal of increasing reading comprehension. Out of eight types of interventions identified, Reciprocal Teaching (g = .856) demonstrated the largest effect size. Metalinguistic intervention showed the effect size of above .50 (a medium effect size), suggesting that intervention that explicitly teaches high-level oral language strategies was positive to improve reading performances of students with SPC. Findings also suggest a need to specify the classification criteria of students with SPC to broaden an understanding about the evidence-based intervention for students with SPC. Practical implications for effective practice, limitations, and future directions are discussed. 相似文献
33.
What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002 相似文献
34.
The purpose of this study is to demonstrate that dynamic assessment based instruction increases children’s learning by using
a quasi-experimental research design in Korea. In this study, dynamic assessment is defined as a measurement method of the
zone of proximal development (ZPD) as well as the qualitative and quantitative diagnostic information for individual children.
In addition, dynamic assessment based instruction is defined as a teaching method using the diagnostic information types in
order to increase children’s learning. In this study, 59 children between the ages of 4 and 5 participated. Three types of
number concept achievement tests (pre-test, parallel test, and post-test) for each age group were developed and the content
validity, face validity, and split-half reliability were examined. After conducting the pre-test, the children of each age
group were divided into an experimental group and a control group. Dynamic assessment based instruction regarding number concepts
was undertaken only with the experimental group for 4 weeks. Both groups took a post-test after completing the 4 weeks of
classes. The ANCOVA technique wa ls used for data analysis. The result of this study shows that dynamic assessment based instruction
has a significant effect on children’s learning of number concepts (in the case of 4-year-old children, F = 12.34, p<0.01;
5-year-old children, F = 20.03, P<0.01). Therefore, dynamic assessment based instruction should be used widely for children’s
cognitive learning. 相似文献
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36.
South Korea has been very active in broadband development for the last decade, which has made major strides in its development. This study evaluates the evolution of Korea's broadband development from the year 2000 to the present day. Historic and archival data related to Korean broadband projects are reviewed in this paper, drawing on broadband ecosystem as a framework for assessment. The purpose of this study is to provide insight into challenges and create a prospectus by offering a socio-technical analysis of broadband development. This will involve the in-depth investigation of the social dynamics, political discourse, and technological choices inherent in the design and development of the next generation of networks. Despite active investment and proactive drive, uncertainty still remains surrounding the evolution of broadband and what impact it may have on the new broadband milieu in Korea. This study will offer an effective adoption/diffusion strategy as well as a viable information policy model for more advanced infrastructure in other countries. 相似文献
37.
自1994年韩国首次应用瑞吉欧方案教学以来,瑞吉欧方案教学已经在韩国发展了十几年,在儿童发展、教师专业成长、家园合作等方面促进了韩国学前教育的发展。但在本土化的过程中,韩国瑞吉欧方案教学面临着新的挑战,需要韩国社会的进一步支持。中、韩两国分享瑞吉欧课程发展经验,有利于两国学前教育的发展。 相似文献
38.
This study proposes a structured constructs model (SCM) to examine measurement in the context of a multidimensional learning progression (LP). The LP is assumed to have features that go beyond a typical multidimentional IRT model, in that there are hypothesized to be certain cross‐dimensional linkages that correspond to requirements between the levels of the different dimensions. The new model builds on multidimensional item response theory models and change‐point analysis to add cut‐score and discontinuity parameters that embody these substantive requirements. This modeling strategy allows us to place the examinees in the appropriate LP level and simultaneously to model the hypothesized requirement relations. Results from a simulation study indicate that the proposed change‐point SCM recovers the generating parameters well. When the hypothesized requirement relations are ignored, the model fit tends to become worse, and the model parameters appear to be more biased. Moreover, the proposed model can be used to find validity evidence to support or disprove initial theoretical hypothesized links in the LP through empirical data. We illustrate the technique with data from an assessment system designed to measure student progress in a middle‐school statistics and modeling curriculum. 相似文献
39.
In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献
40.
Typically‐Perceived‐Situation (TPS) refers to the situation rising spontaneously in an individual’s mind when she/he first thinks of a phenomenon or concept. The purpose of this study is to go well beyond the many studies that describe conceptions of force and explore children’s TPS of “force is acting on a thing” and “force is not acting on a thing”, and to do this in the differing contexts of Australia and Korea. Data were collected by drawings and written explanations from 145 Grade 6 Australian children and 150 Grade 6 Korean children. These data showed some significant differences between the Australian children’s and Korean children’s TPSs. For example, considering the whole context of children’s TPS, the contexts of “someone pushes or pulls something” and “someone/something is floating in the air or not moving because there is no gravity” were the most frequent ones, as a “force” and as a “no force” situation respectively, in the case of Australian children, while “a sort of energy is provided into someone/something and they can be active/working” and “a sort of energy is not provided into someone/something and they cannot be active/working”, were most frequent in the case of Korean children. These differences are very likely the consequence of different everyday meanings for the word “force” in the two cultures. In addition, it appears that these children’s TPS affect their judgement of “force” and “no force”. 相似文献