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11.
Fostering pupils’ competencies in inventive thinking and problem-solving has remained a rather unresolved issue in traditional schooling, mainly because many people regard creative thinking as a God-given ability, something an individual either possesses or does not possess, but can only be slightly learned or improved. The current study is aimed at evaluating the impact of teaching pupils problem-solving principles based on the ‘idea focusing’ concept, rather than the ‘idea generating’ approach through random search or brainstorming. Data included pre- and post-course quizzes, interviews and observations of class activities. The finding indicated that the participants significantly improved their achievements in suggesting original solutions to problems in comparison to a control group, and successfully utilized the method they had learned in their final project. Some pupils reported that they used the thinking patterns they had procured during the course in other contexts as well, for example, in school or at home. These results suggest that there is benefit in teaching pupils methods for focused thinking in problem-solving; these methods, however, should be regarded as a kind of heuristics that can help guide the thinking process rather than being used as strict algorithms. The important point is to provide pupils with opportunities to develop their own thinking methods and explain their ideas. 相似文献
12.
The applicability of Klein's Mediational intervention for sensitizing caregivers (MISC) to adolescents and adults with intellectual disability (ID) was examined, and the quality of paraprofessionals' interactions with these populations in special education schools and in vocational rehabilitation centres was compared. Interactions were video taped and coded. The findings support the MISC suitability for adolescents and adults with ID, but demonstrate significant differences between facilities. Opportunities for choice making, expanding and encouraging with explanation were observed more at the schools, whereas mediation of verbal instructions and physical assistance were observed more in the centres. Negative attitudes of staff towards modifiability of adult persons with ID may be a possible explanation. 相似文献
13.
Reading electronic and printed books with and without adult instruction: effects on emergent reading
The effects of electronic book (e-book) and printed book reading on children’s emergent reading with and without adult instruction
were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned
to one of four groups (32 children each): (1) independently reading the e-book (EB); (2) reading the e-book with adult instruction
(EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control).
The three intervention groups included four book-reading sessions each. Pre- and post-intervention emergent reading measures
included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved
greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological
awareness than the EB and the control groups. Implications for future research and for educators are discussed. 相似文献
14.
Pnina S. Klein Esther Adi-Japha Simcha Hakak-Benizri 《Educational Studies in Mathematics》2010,73(3):233-246
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child
mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s
mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences
were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However,
mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different
processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to
be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child
interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other
forms of mathematics communication and teaching. 相似文献
15.
This article bringings greater conceptual clarity to research on trolling, with a study that maps college students' perceptions of trolling behaviors and compares them to the media and scholarly interpretations. It identifies 4 behavioral types – serious trolling (not funny and ideologically motivated), humorous trolling, serious non-trolling behaviors, and humorous non-trolling – and 7 behavioral dimensions – meaningfulness, representativeness, pseudo-sincerity, intentionality, provocativeness, repetition, and satire. Employing Formal Concept Analysis it charts relationships between behavioral types and dimensions and develops a typology. 相似文献
16.
This study reports an experiment that examines whether librarians provide equitable virtual reference services to diverse user groups. The relative absence of social cues in the virtual environment may mean greater equality of services though at the same time greater inequalities may arise as librarians can become less self-aware online. Findings indicate that the quality of service librarians provide to African Americans and Arabs is lower than the quality of service they provide to Caucasian, Hispanic, Asian, and Jewish students. This study adds to the knowledge of subjective bias in the virtual environment by specifying those that are discriminated against online, identifying the kinds of discriminatory actions of virtual reference librarians, and identifying the type of queries that more frequently result in unbiased service. 相似文献
17.
Abir-am PG 《Minerva》1988,26(2):153-176
In memoriam: Joseph Ben-David. 相似文献
18.
Social reference: Toward a unifying theory 总被引：1，自引：0，他引：1
This article addresses the need for a theoretical approach to reference research and specifically concentrates on a lacuna in conceptual research on social reference. Social reference refers to online question answering services that are provided by communities of volunteers on question and answer (Q&A) sites. Social reference is similar to library reference, but at the same time, it differs significantly from the traditional (and digital) dyadic reference encounter; it involves a collaborative group effort and uses wikis and other Web 2.0 infrastructure. This article proposes a sociotechnical framework to analyze, evaluate, and understand social reference that relies on a systems approach to the reference encounter, combined with an input–process–output (IPO) approach to virtual group work. The framework also accounts for the collaborative process of question answering and the interplay between technology and users in their contexts. 相似文献
19.
Alan Chalmers Lloyd Ackert Pnina Abir-Am Maria Trochatos Carolyn R. Miller Nicolas Rasmussen Roy Macleod Ingo Brigandt Lorna Barrow Ian Maclean Elof Axel Carlson Susan E. Cozzens Cindy Klestinec Patricia O'Grady Alison Bashford Jim Endersby Jonathan Simon David Mercer David Oldroyd Suzanne Verderber Peter Slezak Rachel Cooper Patricia Fara Ravi Arvind Palat Peder Anker Bernhard Fritscher David Branagan 《Metascience》2002,11(3):329-429