Effect of productive discussion on written argumentation in earth science classrooms     

Rachel A. Short  Marina Y. Van der Eb  Susan R. McKay 《The Journal of educational research》2020,113(1):46-58

Abstract

Active teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students’ use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol—no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students’ content knowledge and CER argumentation skills.  相似文献   

TechCheck: Development and Validation of an Unplugged Assessment of Computational Thinking in Early Childhood Education     

Relkin  Emily  de Ruiter  Laura  Bers  Marina Umaschi 《Journal of Science Education and Technology》2020,29(4):482-498

Journal of Science Education and Technology - There is a need for developmentally appropriate Computational Thinking (CT) assessments that can be implemented in early childhood classrooms. We...  相似文献   

Go-no go avoidance discriminations in rats with simple “go” and compound “no go” signals: Stimulus modality and stimulus intensity     

Marina Frontali  Giorgio Bignami 《Learning & behavior》1973,1(1):21-24

Four groups of 16 rats were trained in a go-no go discrimination with symmetrical negative reinforcement (active-passive avoidance task). A 2 by 2 design was used with stimulus combinations as one factor [light-go, noise/light-no go, (L⁺ NL^?) vs noise-go, light/noise-no go (N⁺ LN^?)] and noise intensity as the other factor (90 dB, high, vs 70 dB, low). The two N⁺ LN^? groups learned both active and passive avoidance responses much more rapidly than the L⁺ NL^? groups. In later phases of training, high noise intensity facilitated passive avoidance in the L⁺ NL^? condition and exerted a slight effect in the opposite direction in the other condition. While the differences in active avoidance learning were the same as in previous work on light and noise CSs, the interactions between stimuli of different modalities appeared to be more important than stimulus modality or stimulus intensity per se in determining rate of passive avoidance learning.  相似文献   

Can agricultural research and extension be used to challenge the processes of exclusion and marginalisation?     

Michelle Jane Rice  Jane Marina Apgar  Anne-Maree Schwarz  Enly Saeni  Helen Teioli 《The Journal of Agricultural Education and Extension》2019,25(1):79-94

Purpose: This paper examines if and how agricultural researchers and extension officers can see, understand and change processes that exclude some people and influence marginalisation.

Design and methodology: We used participatory action research (PAR) in a programme building sustainable farming practices for nutrition and income in Solomon Islands as our case study. Two qualitative PAR data streams were analysed: (i) documentation of community activities over three years including action planning, learning activities, training workshops, focus group discussions, key informant and informal interviews and (ii) documentation of the research teams’ own learning and reflection sessions.

Findings: Agricultural research and learning activities facilitated through PAR can help researchers and extension officers see, understand and challenge processes that cause social exclusion and marginalisation and lead to inequitable access to agricultural opportunities. A combination of (i) starting with a collective vision; (ii) facilitating systematic reflection exercises; and (iii) having locally tuned facilitators creating safe spaces; makes processes of social exclusion tangible, discussable and ultimately actionable, illustrating the potential of the research and extension processes to facilitate social change in real time.

Theoretical Implications: The paper makes a contribution to the growing body of theory and literature on innovation systems and people-centred approaches to agricultural development, by highlighting the facilitation challenges and opportunities that can create more learning focused and power-aware agricultural programming.

Practical Implications: Our approach, examined in this paper, can improve implementation of policies such as the Solomon Islands Agriculture and Livestock Sector Policy (2015–2019), which aims for active participation of women and youth in agricultural development.

Originality: Using a PAR approach to discover how agricultural research and extension activities can help transform the processes that cause social exclusion and create disadvantage and marginalisation.  相似文献   

ICEM & SIIE 2011 Joint Conference “Old meets new - media in education” – A review     

Lúcia Pombo  Maria José Loureiro  Marina McIsaac  João Correia de Freitas 《Educational Media International》2013,50(1):77-80

  相似文献   

Development of Manager‐Academics at Institutions of Higher Education in Catalonia     

Diego Castro  Marina Tomàs 《Higher Education Quarterly》2011,65(3):290-307

Managers at Spanish universities are having to deal with increasingly complex managerial tasks as a result of current changes in higher education. This paper presents the results of a study into the professional development of deans and department heads at universities in Catalonia. At management level, these universities are typically based on an elected, rotating model rather than an appointed or permanent one. The findings from 23 qualitative interviews and a focus group identified three phases in the development of academic management: learning and contextualization, development of functions, and the institutional projection and transmission of management tasks.  相似文献   

Venice and the Islamic World 828–1797     

Marina Tolmacheva 《Al-Masaq: Islam & the Medieval Mediterranean》2012,24(2):212-215

  相似文献   

Bottom line: Education is the great equalizer. Or is it?     

Brenda L. H. Marina  Nickole D. Holmes 《About Campus》2009,14(3):29-32

Brenda Marina and Nickole Holmes explore obstacles to access to higher education that mar our American myth.  相似文献   

Theory of Mind Performance in Children Correlates With Functional Specialization of a Brain Region for Thinking About Thoughts     

Hyowon Gweon  David Dodell‐Feder  Marina Bedny  Rebecca Saxe 《Child development》2012,83(6):1853-1868

  相似文献   

Mapping MSW Research Training     

Nancy Freymond  Marina Morgenshtern  Mark Duffie  Liu Hong  Shirley Bugeja-Freitas  Jesse Eulenberg 《Journal of Teaching in Social Work》2013,33(3):248-268

The surge of interest in evidence-based interventions necessitates MSW graduates who will pursue research activities in the workplace. However, evidence suggests that social workers tend not to use their research skills after graduation. This study examined three constructs that inform students’ relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students’ interest in research, and (c) anticipated outcomes from future involvement in research activities. The findings suggest that MSW programs need to extend research training beyond the classroom by providing holistic research learning environments that clarify the role and purpose of research for the social work profession and provide opportunities for students to transform didactic research training into practical research skills.  相似文献