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Bas Kolloffel Tessa H. S. Eysink Ton de Jong Pascal Wilhelm 《Instructional Science》2009,37(6):503-517
The current study investigated the effects of different external representational formats on learning combinatorics and probability
theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions
each using a single external representational format (Diagram, Arithmetic, or Text), and two conditions using multiple representations
(Text + Arithmetic or Diagram + Arithmetic). The major finding of the study is that a format that combines text and arithmetics
was most beneficial for learning, in particular with regard to procedural knowledge, that is the ability to execute action
sequences to solve problems. Diagrams were found to negatively affect learning and to increase cognitive load. Combining diagrams
with arithmetical representations reduced cognitive load, but did not improve learning outcomes. 相似文献
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Objectives
Adolescents often experience different types of victimization across a specified period of time in different situations. These multiple victimization experiences can have a number of deleterious effects on psychosocial well-being. To expand on research gathered primarily from US samples, the current study estimated the prevalence of multiple victimization in a nationally representative sample of Canadian adolescents. We also expanded on past research by adopting an ecological approach to identify correlates of multiple victimization.Methods
Cross-sectional data from the 2000-2001 cycle of the National Longitudinal Survey of Children and Youth (NLSCY) were used to estimate the prevalence of multiple victimization (verbal harassment, threat of and actual physical assault, school social exclusion, discrimination) in 1,036 13-16 year olds. We also examined household (e.g., parental education), family (e.g., parenting practices), and adolescent (e.g., friendship quality) correlates of multiple victimization for the whole sample and separately by sex.Results
Among the 6 in 10 adolescents who reported at least 1 victimization experience, 30.5% reported 2 types of victimization whereas 23.7% reported 3 or more types. There was an increased probability of multiple victimization (2 or more types) in adolescents who reported greater parental rejection, who engaged in more frequent out-of-school activities, and who experienced non-victimization adversity. The probability decreased if adolescents reported greater friendship quality.Conclusions
The clustering of different types of victimization is common among adolescents. For both males and females, a difficult parent-child relationship characterized as rejecting is important when considering risk for multiple victimization, as is the adolescent's functioning outside of the home in the context of friendship quality and involvement in out-of-school activities. Non-victimization adversity (e.g., death of a loved one) also emerged as a significant multiple victimization correlate.Practice implications
Non-physically invasive types of victimization (although adolescents also endorsed physical assault) are a reality for a number of adolescents. As such, we need to inquire about such experiences as school social exclusion, discrimination, and verbal threats in applied contexts. Moreover, in order to better identify adolescents who may be vulnerable to multiple forms of victimization, we need to adopt an ecological approach that considers individual, family, and household functioning. 相似文献34.
This study investigated preschoolers' living kinds conceptualization by employing an extensive stimulus set and alternate indices of understanding. Thirty-four 3- to 5-year-olds and 36 adult undergraduates completed 3 testing phases involving 4 object classes: plants, animals, mobile, and immobile artifacts. The phases involved inquiries participants generated, what biological properties they attributed and their assignment of "alive" to the 4 classes. The study also focused on preschoolers' conceptual coherence by examining their responding across indices. Results revealed both competence and confusion in preschoolers' living kinds conceptualization relative to adults'. In addition, demonstrations of coherence across testing situations suggest that the beginnings of an abstract, biologically organized framework for understanding of living and nonliving kinds are in place in the preschool period. 相似文献
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Universality Without Uniformity: A Culturally Inclusive Approach to Sensitive Responsiveness in Infant Caregiving 
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下载免费PDF全文 Judi Mesman Tessa Minter Andrei Angnged Ibrahima A. H. Cissé Gul Deniz Salali Andrea Bamberg Migliano 《Child development》2018,89(3):837-850
Do caregivers in non‐Western communities adapt their behaviors to the needs of infants? This question reflects one of the most long‐standing debates on the universality versus culture‐specificity of caregiver–infant interactions in general and sensitive responsiveness to infants in particular. In this article, an integration of both points of view is presented, based on the theoretical origins of the sensitive responsiveness construct combined with the ethnographic literature on caregivers and infants in different parts of the world. This integration advocates universality without uniformity, and calls for multidisciplinary collaborations to investigate the complexities and nuances of caregiver–infant interactions in different cultures. Salient issues are illustrated with observations of infants (ages 7–31 months) in Mali, the Republic of Congo, and the Philippines. 相似文献
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Rebecca M. Price Tessa C. Andrews Teresa L. McElhinny Louise S. Mead Joel K. Abraham Anna Thanukos Kathryn E. Perez 《CBE life sciences education》2014,13(1):65-75
Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures upper-division students’ understanding of this concept. We used an iterative approach that included extensive interviews and field tests involving 1723 students across five different undergraduate campuses. The GeDI consists of 22 agree–disagree statements that assess four key concepts and six misconceptions. Student scores ranged from 4/22 to 22/22. Statements ranged in mean difficulty from 0.29 to 0.80 and in discrimination from 0.09 to 0.46. The internal consistency, as measured with Cronbach''s alpha, ranged from 0.58 to 0.88 across five iterations. Test–retest analysis resulted in a coefficient of stability of 0.82. The true–false format means that the GeDI can test how well students grasp key concepts central to understanding genetic drift, while simultaneously testing for the presence of misconceptions that indicate an incomplete understanding of genetic drift. The insights gained from this testing will, over time, allow us to improve instruction about this key component of evolution. 相似文献
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Starting with the writer’s own experience as a reader, this article discusses poetry by Eric Roach, Derek Walcott, Linton Kwesi Johnson, John Agard, Edward Baugh, Michael Smith and Velma Pollard. It explores the sense of place felt by writer and reader, going on to analyse the poets’ use of Nation Language, poetic metre and intertextuality in order to create distinctive and authoritative poetic voices. The relationship with the oral tradition and performance is also considered, as is the effect these voices have on a non-Caribbean reader encountering the poems for the first time. The article goes on to present the responses of a class of Year 8 students (12–13-year-olds) who were also reading the poems for the first time, evaluating the extent to which they had moved beyond a tourist’s engagement with the poetry through their study of language, context and performance. Lastly, the article argues for an approach to poetry teaching that recognises the fundamental importance of performance and voice in appreciating Caribbean poetry and considers whether this is possible within the new National Curriculum. 相似文献
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