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Abstract This study assessed the level of scientific and natural resource knowledge that fourth-, eighth-, and eleventh-grade students in Maine possess concerning acidic deposition. A representative sample of public school students (N = 175) was interviewed on twelve concept principles considered critical to a full understanding of the acidic deposition problem. These included geological, meteorological, ecological, political, and economic concepts. Student knowledge was rated for each concept principle on a scale of complete, high partial, low partial, or no understanding. Common misconceptions were also noted. Generalized correct concept statements of current student knowledge are reported, as well as generalized missing concepts. Our conclusions have implications for teaching about acidic deposition and the design of environmental education curriculum materials based upon student knowledge. This information can help teachers better instruct students about current environmental problems and thus help learners gain an appreciation for the complex and multidisciplinary nature of science and the environment. 相似文献
33.
This article presents the case of Geoffrey, a prolific 5‐year‐old writer. It examines his writing and how his intrapersonal factors and propitious environment contribute to his prodigious output. Childhood precocity is presented as an age‐based comparable rather than as an adult‐based predictor, consistent with Jackson's (2000) domain‐specific developmental theory of giftedness. Geoffrey demonstrated highly precocious writing, both in production and in sophistication, and he demonstrated these abilities across a range and variety of content topics. The convergence of contributing influences evident in Geoffrey's life supports a growing literature on the coalescence factor within precocity. This implies that parents and educators have to carefully consider their influences. Suggestions are made concerning how developmental models of giftedness may need to expand to accommodate precocious writers. 相似文献
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Patterns of response to an approaches to studying inventory across contrasting groups and contexts 总被引：1，自引：0，他引：1
Noel Entwistle Hilary Tait Velda McCune 《European Journal of Psychology of Education - EJPE》2000,15(1):33-48
The development of the Approaches and Study Skills Inventory for Students (ASSIST) is reported, which incorporates a revised
version of the Approaches to Studying Inventory. This questionnaire was completed by three separate samples; 1284 mainly first-year
students from six British universities, 466 first-year students from a Scottish technological university; and 219 students
from a ‘historically disadvantaged” South African university. Analyses of these data were designed to explore the patterns
of response found in sub-groups which varied in terms of their levels of attainment and contexts. Maximum likelihood analysis
of the largest sample confirmed the expected three factors of deep, surface apathetic, and strategic approaches to studying,
and almost identical patterns were also found in the other two samples, and in students having contrasting levels of attainment.
There were, however, some interesting minor differences in the South African sample. K-means relocation cluster analysis was
then carried out on the largest sample and produced clusters with generally coherent patterns of response. However, one persistent
low attainment cluster showed unexpected, dissonant patterns of response, combining moderately high scores on the sub-scales
of both deep and surface apathetic approaches, associated with low scores on the strategic approach. 相似文献
36.
Previous research on conceptions of teaching comes from three distinct areas. The first is based on interviews with students and staff in higher education, the second involves the investigation of the conceptions and beliefs of schoolteachers, while the third derives from more general consideration of the nature of conceptions themselves. The empirical study reported here drew on these differing research areas to distinguish between beliefs and conceptions about good teaching and to explore their possible origins. The data came from student teachers, but the findings contribute to current thinking about conceptions of teaching in higher education. Bringing the empirical findings together with the three areas of previous research enables a more complete concept map to be drawn to summarise what may underlie the notion of “good teaching”. 相似文献
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On May 12, 2013, two men opened fire on a Mother’s Day second line parade in New Orleans’s Seventh Ward. This essay attends to discourses from public officials and news media following the shooting that reified what we describe as affective divestment from the suffering of historically marginalized bodies and communities. Specifically, public discourse characterized the shooting as an episode of “street violence” that did not warrant sustained national attention. Affective divestment is the consequence of rhetorical maneuvers that signal a pushing away from certain bodies by intimate publics—an estrangement at the symbolic level that has naturalized or rationalized the neglect of certain forms of suffering. Such estrangement, we argue, is a function of neoliberal logics that devalue and, at times, necessitate the suffering of disposable populations. 相似文献
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On the Varieties of Phronesis 总被引：3，自引：0，他引：3