Effects of active‐learning experiences on achievement,attitudes, and behaviors in high school biology     

Roman Taraban  Cathy Box  Russell Myers  Robin Pollard  Craig W. Bowen 《科学教学研究杂志》2007,44(7):960-979

Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007  相似文献   

Race,school choice and transfers to opportunity: implications for educational stratification in South Africa     

Lori Diane Hill 《British Journal of Sociology of Education》2016,37(4):520-547

This study investigates the links between race, school choice and educational stratification in South Africa. It focuses on racial differences in families’ efforts to take advantage of choice by transferring to opportunity (i.e., transferring to a school perceived to offer students better access to educational opportunity than their current school) and explores the implications of those transfers for emerging patterns of racial stratification in access to high quality schools. Findings reveal significant racial variation in transfers to opportunity and suggest a complex link between race and the ways in which historically disadvantaged groups have engaged with the post-apartheid educational opportunity structure.  相似文献   

Catalogers’ Perceptions and Use of Social Media and Conventional Information Sources for Professional Development     

Lori J. Terrill 《Cataloging & classification quarterly》2014,52(2):181-228

Many professional development information sources are available to catalogers, who may be constrained by limited time and money to devote to them. This article reports the results of a survey gathering information on six types of information sources: journal articles, conferences, electronic discussion lists, blogs, microblogs, and social networking sites. Catalogers rated these resources regarding their importance to filling professional development needs, the reliability of the information disseminated, and their usefulness for obtaining specific types of information. The results should help catalogers and their administrators decide where to focus their attention both as consumers and disseminators of continuing education information.  相似文献   

新时代我国体育强国建设的现实困境与突破路径     

胡博文  曾吉  刘继硚  牟联颇  裴娥 《湖北体育科技》2021,(2):110-113,188

建设体育强国是实现中华民族伟大复兴中国梦的重要组成部分。运用文献资料、逻辑分析等方法,对新时代我国体育强国建设面临的困境进行分析及研究。结论:我国体育强国建设中存在群众体育基础不扎实、竞技体育发展失衡、体育产业整体实力不强、体育文化建设滞后、体育外交缺乏整体规划等问题。突破路径:夯实群众体育基础、均衡发展竞技体育、提升体育产业实力、加快推进体育文化建设、加强体育外交整体规划等。  相似文献   

How do students really feel about interactive television?     

Lori Wynia 《TechTrends》2000,44(4):39-41

Conclusion I continue to believe that distance education through interactive television has merit. All participating students felt moderately satisfied with the quality of their education regardless of the classroom type. We as educators cannot ignore the areas of lower satisfaction, however. To improve the quality of ITV educational opportunities we must look to enhancing the strengths of ITV and compensating for the perceived weaknesses remote classroom students face. The primary factor relies heavily upon the instructor. Students tell us that the physical presence of the faculty member is important because it greatly improves the level of communication both in and out of the class period. If we as professors can enhance and magnify that communication through such avenues as online chat rooms, virtual office hours, responsive e-mail, and remote site visits, even students at remote sites may find higher satisfaction through education at a distance  相似文献   

Connections and critique: Feminist pedagogy and science teacher education     

Gail Richmond  Elaine Howes  Lori Kurth  Constanza Hazelwood 《科学教学研究杂志》1998,35(8):897-918

In this article, we authors and feminist science and teacher educators share assignments we developed and used in our undergraduate and graduate teacher education classes. We designed these varied assignments to help students feel comfortable with science, to begin to understand and critique the many ways science has been narrowly and powerfully shaped and has marginalized significant groups of individuals, and to begin to deconstruct scientific knowledge and construct alternative views of science and science education that are gender and culture sensitive. We also challenged them to use what they were learning to develop pedagogical strategies that would be inviting to their own students. The focus of the article is our students' reactions to these assignments and how these reactions—both inviting and resisting—informed us about their notions of science, of teaching, of themselves as learners, and of the social context in which they would teach. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 897–918, 1998.  相似文献   

山地自行车运动员糖的补充     

李连荣  沈坚  侯博文 《搏击·武术科学》2010,(12):51-52,55

山地自行车运动是以有氧能力为主的耐力性体能类项目,糖的有氧代谢在其供能系统中占有重要地位。山地自行车运动员在运动前、中、后进行合理补糖,有助于运动能力的提高,延缓疲劳的出现和加速技能的恢复,补糖对山地自行车运动员具有重要意义。  相似文献   

Some good reasons to write a book review     

Nash  Lori 《Metascience》2022,31(1):1-3

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