Responses to anomalous data on controversial topics and theory change     

Lucia Mason   《Learning and Instruction》2001,11(6):45

This qualitative study was concerned with the role of anomalous data on controversial topics in the process of theory change. Its main aim was to identify the types of reasons that eighth graders gave for accepting or refusing evidence conflicting with their held theory and to see whether those types of reasons fitted into the taxonomy of responses proposed by Chinn and Brewer (Journal of Research in Science Teaching 35 (1998) 623–654). Two controversial topics were chosen: the extinction of the dinosaurs and the construction of the great pyramids in Giza, Egypt. The results showed that the 24 categories of reasons given by the participants, who were much younger than those involved in the study by Chinn and Brewer, fitted into their revised taxonomy, which consists of eight responses, with the exception of the response “ignoring”. Educational implications are drawn.  相似文献   

Retrieving documents by plausible inference: An experimental study     

W. B. Croft  T. J. Lucia 《Information processing & management》1989,25(6)

Choosing an appropriate document representation and search strategy for document retrieval has been largely guided by achieving good average performance instead of optimizing the results for each individual query. A model of retrieval based on plausible inference gives us a different perspective and suggests that techniques should be found for combining multiple sources of evidence (or search strategies) into an overall assessment of a document's relevance, rather than attempting to pick a single strategy. In this paper, we outline our approach to plausible inference for retrieval and describe some experiments designed to test this approach. The experiments use a simple spreading activation search to implement the plausible inference process. The results show that combining term-based, nearest-neighbor, and citation evidence can give significant effectiveness improvements.  相似文献   

How do institutional practices for course design and review address areas of need in higher education     

Lucia Zundans-Fraser  Alan Bain 《高等教育研究与发展》2016,35(4):841-853

Universities are under stress and pressures to critically evaluate and reform curriculum and the way learning and teaching are implemented. Tensions appear to exist among the external pressures, the organisational structure of universities and their daily operations that are often conflicted and appear to work against coherence and depth in courses. In this study, the course design and approval process of Regional University was examined in light of four areas of need identified in the higher education literature to determine the extent to which the organisational structures (policies, regulations and guidance to course developers) reflect these. It is argued that knowledge about such a process is of considerable value for quality institutional practice in the sector.  相似文献   

Coworking: assessing the role of proximity in knowledge exchange     

Lucia?ParrinoEmail author 《知识管理研究与实践》2015,13(3):261-271

This article contextualises the rising phenomenon of coworking in the theoretical framework of proximity and knowledge exchange. We present an empirical study through which we were able to assess if the physical co-presence of coworkers in these shared environments stimulates knowledge exchange among them. After identifying two different configurations of coworking spaces from the perspective of the forms of proximity that they involve, we designed a research project aimed at isolating geographical proximity and studying its role in facilitating the transmission of knowledge. The qualitative study of these two configurations of spaces underlined the importance of elements of organisational and social proximity in stimulating collaboration among coworkers and in promoting exchange of other forms of knowledge.  相似文献   

Interparental conflict as a quadratic predictor of children’s reactivity to interparental conflict and school adjustment: Steeling effects or risk saturation?     

Patrick T. Davies  Morgan J. Thompson  Rochelle F. Hentges  Lucia Q. Parry  Melissa L. Sturge-Apple 《Child development》2022,93(2):594-611

This study examined interparental conflict as a curvilinear predictor of children's reactivity to interparental conflict and, in turn, their school problems across three annual measurements. Participants included 243 preschool children (M_age = 4.60 years; 56% girls) and their parents from racially (e.g., 48% Black; 16% Latinx) diverse backgrounds. Interparental conflict was a significant quadratic predictor of children's emotional reactivity (β = .23) and behavioral dysregulation (β = .27) to conflict over a 1-year period. The robust association between interparental conflict and behavioral dysregulation weakened at high levels of interparental conflict. In contrast, interparental conflict more strongly predicted children's emotional reactivity as conflict exposure increased. Children's emotional reactivity, in turn, predicted their greater school problems 1 year later (β = .25).  相似文献   

The INSPIRE Project: Using the ‘Unknown’ to Co-construct a Training Course on Humanistic Counselling in Afghanistan     

Lucia Berdondini  Sandra Grieve  Ali Kaveh 《International journal for the advancement of counseling》2014,36(3):305-316

This article details a collaborative project between the University of Strathclyde (UK) and the University of Herat (Afghanistan). The aim was to co-construct a model of training, based on humanistic approaches, in order to enhance counselling services in Afghanistan and to establish counselling training at the University of Herat. Two groups of participants received 120 h training each. In February 2014 a selected group received a further training for trainers. Strengths and limitations of this project are explored as well as its impact on the Afghan community and further developments for counselling in this context.  相似文献   

FROM COVERT PROCESSES TO OVERT OUTCOMES OF REFUTATION TEXT READING: THE INTERPLAY OF SCIENCE TEXT STRUCTURE AND WORKING MEMORY CAPACITY THROUGH EYE FIXATIONS     

Nicola Ariasi  Lucia Mason 《International Journal of Science and Mathematics Education》2014,12(3):493-523

This study extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (revealed by eye fixation indices) and off-line outcomes in these learners. In science education, unlike a standard text, a refutation text acknowledges readers’ alternative conceptions about a topic, refutes them, and presents scientific conceptions as viable alternatives. Lower and higher memory span university students with alternative conceptions about the topic read either a refutation or a non-refutation text about tides. Off-line measures of learning revealed that both groups of refutation text readers attained higher knowledge gains. During the reading process, refutation text readers fixated for longer on the refutation segments while reading the parts presenting the scientific information (look-froms). Non-refutation text readers looked back to the informational parts for longer. Look-froms (positively) and reading time (negatively) predicted learning from refutation text, indicating that the quality, not quantity, of reading was related to it. In contrast, learning from non-refutation text was predicted only by working memory capacity. The refutation effect is discussed and educational implications are drawn.  相似文献   

Perceptual completion in newborn human infants     

Valenza E  Leo I  Gava L  Simion F 《Child development》2006,77(6):1810-1821

Despite decades of studies of human infants, a still open question concerns the role of visual experience in the development of the ability to perceive complete shapes over partial occlusion. Previous studies show that newborns fail to manifest this ability, either because they lack the visual experience required for perceptual completion or because they fail to detect the pattern of motion. To distinguish these possibilities, newborns' perception of a center-occluded object was tested, using stroboscopic motion. Infants (mean age of 72 hr) perceived the object as a connected unit, providing the first evidence that the newborn is capable of filling in gaps in the visible surface layout when the relevant visual information can be detected by his or her immature visual system.  相似文献   

Utilizing Performance Technology to Improve Evaluative Practices of Instructional Designers     

Leslie Moller  Bud Benscoter  Lucia Rohrer‐Murphy 《Performance Improvement Quarterly》2000,13(1):84-95

Although it is clearly established that an effective instructional systems design (ISD) process requires evaluation, previous studies provide evidence to show that everyday practices of instructional designers do not include sufficient or appropriate evaluation. Research suggests that organizational barriers and lack of support for evaluation are a leading cause of its inadequate usage. Without appropriate and sufficient evaluation practices, it is impossible to maintain the integrity of the systematic quality of ISD and threatens to undermine the entire concept of instructional design. This article first examines the purposes and importance of evaluation. Second, it reviews research that describes the less‐than‐optimal performance of practitioners as it relates to conducting evaluation, along with identifying causes for this performance deficiency. Third, it proposes using a model of human performance technology for improving the environment leading to implementation of evaluation.  相似文献