The impact of three‐dimensional computational modeling on student understanding of astronomy concepts: a qualitative analysis     

John A. Hansen  Michael Barnett  James G. MaKinster  Thomas Keating 《International Journal of Science Education》2013,35(13):1555-1575

In this study, we explore an alternate mode for teaching and learning the dynamic, three‐dimensional (3D) relationships that are central to understanding astronomical concepts. To this end, we implemented an innovative undergraduate course in which we used inexpensive computer modeling tools. As the second of a two‐paper series, this report focuses on the qualitative differences of students' understandings of both spatial and declarative knowledge domains as reflected by their two distinct learning environments — a traditional astronomy classroom and an experimental astronomy course grounded in problem‐solving and modeling with dynamic, 3D, computational modeling software. We found that students who constructed 3D computational models tended to have a more scientifically sophisticated understanding of dynamic spatial relationships, whereas students in the traditional class developed more accurate understandings of the properties and general facts and figures regarding celestial bodies.  相似文献   

Helping the In‐Group Feels Better: Children’s Judgments and Emotion Attributions in Response to Prosocial Dilemmas     

Drika Weller  Kristin Hansen Lagattuta 《Child development》2013,84(1):253-268

Five‐ to 13‐year‐old European American children (N = 76) predicted characters’ decisions, emotions, and obligations in prosocial moral dilemmas. Across age, children judged that characters would feel more positive emotions helping an unfamiliar child from the racial in‐group versus out‐group (African American), happier ignoring the needs of a child from the racial out‐group versus in‐group, and greater obligation to help a child from the racial in‐group versus out‐group. Situations varied by whether the race of the needy child matched versus mismatched that of the focal character. With increasing age, children attributed more positive emotions to people who sacrifice their own desires to help needy others as well as became more discriminating about the situations that call for altruistic action.  相似文献   

Does academic self-concept drive academic achievement?     

Kirstine Hansen  Morag Henderson 《牛津教育评论》2013,39(5):657-672

Gaps in GCSE attainment have long been the concern of policy makers, academics, and social commentators, largely due to the importance of these exams for setting children on their future academic and career pathways. In the past a wide range of factors relating to the pupils, their families, and their schools have been found to account for differences in GCSE attainment. In this paper we examine the role of pupils’ beliefs in their own academic ability (academic self-concept). Using Next Steps data, we examine whether pupils with higher academic self-concept do better or worse in their GCSEs than pupils with lower academic self-concept. Results show that on average, controlling for other characteristics, having high academic self-concept increases GCSE scores by four grades. When we compare academic self-concept to measured achievement we find that both high and low attainers have higher probabilities of achieving five A*–C GCSEs and higher GCSE point scores on average if they have high academic self-concept than similarly able students who have lower academic self-concept.  相似文献   

GUIDELINES FOR ACHIEVEMENT OF LEARNER SATISFACTION IN GERONTOLOGICAL SHORT‐TERM TRAINING     

Melvin A. White  M. David Hansen 《Educational gerontology》2013,39(2):193-197

As emphasis on intensive educational training increases, effective gerontological curricula and content planning to assure learner satisfaction are becoming more important. This article considers four key variables related to learner satisfaction: class size, seating arrangement, training methods, and participant motivation. Six guidelines for increased training effectiveness are suggested: preassessed and structured environment, planned group size to serve content and objectives, seating arrangements, discussion group utilization, preassessed learner attitudes, and continuous evaluation with necessary restructuring.  相似文献   

The Short-Term Effects of a Computer-Based Pregnancy,STD, and HIV Prevention Program     

Anthony J. Roberto  Kellie E. Carlyle  Rick S. Zimmerman  Erin L. Abner  Pamela K. Cupp  Gary L. Hansen 《Communication quarterly》2013,61(1):29-48

A computer- and Internet-based intervention was designed to influence several variables related to the prevention of pregnancy, STDs, and HIV in rural adolescents. Three-hundred and thirty-eight tenth-graders enrolled in two rural public high schools participated in this field experiment. Results indicate that students in the experimental school had greater knowledge, greater condom negotiation efficacy, greater situational efficacy, and more favorable attitudes toward waiting to have sex than students in the control school. In tandem, the results suggest that computer-based programs may be a cost-effective and easily replicable means of providing teens with basic information and skills necessary to prevent pregnancy, STDs, and HIV.  相似文献   

Young Children's Reasoning About the Effects of Emotional and Physiological States on Academic Performance     

Jennifer Amsterlaw  Kristin Hansen Lagattuta  and Andrew N. Meltzoff 《Child development》2009,80(1):115-133

This study assessed young children's understanding of the effects of emotional and physiological states on cognitive performance. Five, 6-, 7-year-olds, and adults ( N = 96) predicted and explained how children experiencing a variety of physiological and emotional states would perform on academic tasks. Scenarios included: (a) negative and positive emotions, (b) negative and positive physiological states, and (c) control conditions. All age groups understood the impairing effects of negative emotions and physiological states. Only 7-year-olds, however, showed adult-like reasoning about the potential enhancing effects of positive internal states and routinely cited cognitive mechanisms to explain how internal states affect performance. These results shed light on theory-of-mind development and also have significance for children's everyday school success.  相似文献   

Visions to Guide Performance: A Typology of Multiple Future Organizational Images     

Sheila L. Margolis  Carol D. Hansen 《Performance Improvement Quarterly》2003,16(4):40-58

Organizational performance is highly influenced by how employees envision the future. To date, many scholars have emphasized the importance of an overarching future vision that unites all stakeholders, while acknowledging the presence of divergent perspectives among members. This variety in perspectives may be further complicated in organizations undergoing great stress and where the leadership has not defined and promoted a future vision to guide the content of the images of its members. Little study has explored the various types of future organizational images that exist or the nature of those images. We explore these concerns via a case study of an airline in the midst of a dramatic fight for survival. The findings both confirm the existence of multiple views for the company's future and delineate their general characteristics through a typology of imagery. We conclude with a language to use to differentiate those images for future research and offer practical implications for managing multiple future organizational images to mobilize energy and enhance performance in a more unified direction.  相似文献   

A program to introduce medical students to the problem of child abuse and neglect     

Christian M. Hansen M.D. 《Child abuse & neglect》1979,3(3-4)

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Attitude Goals in Secondary School Sciences,by Sally Brown. Sterling,England: University of Sterling, 1976 (Sterling Educational Monographs No. 1). 75 pp. $ 1.00     

Richard Hansen 《科学教学研究杂志》1977,14(6):579-579

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The Willingness-to-Pay for the Royal Theatre in Copenhagen as a Public Good   总被引：8，自引：4，他引：4  

Trine Bille Hansen 《Journal of Cultural Economics》1997,21(1):1-28

In this paper some of the results of a Contingent Valuation (CV)-Study of the Royal Theatre in Copenhagen, Denmark, are presented. The estimated aggregated willingness-to-pay (WTP) for the Royal Theatre through taxes shows that the Danish population wants to pay at least as much as the theatre receives in public subsidies. The visitors comprise only about 7 per cent of the total population, but the non-users' WTP is quite substantial which is the interesting point. It means that the non-users are willing to pay an option price and that the Royal Theatre has non-use value. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献