The learning environment of natural history museums: Multiple ways to capture students’ views     

Yael Bamberger  Tali Tal 《Learning Environments Research》2009,12(2):115-129

This article describes an initial attempt to find out students’ perceptions of class visits to natural history museums, with regard to the museum’s role as a place for intellectual and social experience. The study followed up approximately 500 Grades 6–8 students who visited four museums of different sizes, locations and foci. Data sources included the Museum Constructivist Learning Environment Survey (M-CLES), which was adapted from Constructivist Learning Environment Survey, an open-ended question and semi-structured interviews with 50 students. The three instruments highlighted some differences in students’ perceptions of the visit. Opportunities for concrete experiences and cognitive and affective engagement were not covered by the M-CLES, while the nature of science was not discussed by the students in their responses to the open-ended item and the interviews. This suggests that each instrument has its advantages and limitations and, therefore, the three means for data collection enabled a complementary view. Based on our findings, we suggest further development of museum learning environment surveys to capture students’ perceptions.  相似文献   

Community-level environmental projects as learning tools for planners: a case study of graduate planning students     

Michelle E. Portman  Yael Teff-Seker 《Environmental Education Research》2017,23(3):415-435

Despite the potential environmental impact of urban planning, there is little research on Environmental Education (EE) in the context of urban planning curricula. This study follows graduate planning students’ learning experience during group projects assigned as part of a planning course at the Technion – Israel Institute of Technology. These participatory projects, characterized as project-based learning and service learning, took place in several communities in Israel. We examined the types of learning impacts the projects engendered by analyzing the reported experiences of the students using parameters from the field of EE. The main goal of this research is to understand the contribution of such practical, hands-on project exercises to the course curriculum for inculcating environmental education themes. Findings indicate that projects helped students acquire and/or improve professional tools. They enhanced motivation to consider environmental concerns in their work and in some cases changed students’ personal environmental behavior.  相似文献   

Attitudes of social science students in Israel and Austria towards the belated twins scenario--an exploratory study     

Prainsack B  Hashiloni-Dolev Y  Kasher A  Prainsack J 《Public understanding of science (Bristol, England)》2010,19(4):435-451

This article discusses results of a questionnaire survey of 156 university students in Israel and Austria examining reactions towards the Belated Twins scenario, which entails the artificial twinning of embryos of which one is immediately carried to term while the other one is born later. The scenario resembles a case of human reproductive cloning in terms of result (the creation of genetically identical individuals in a time-delayed manner) but it involves gamete fusion like "natural" reproduction. By means of qualitative text analysis we discuss the core themes mobilized both in support and opposition to the scenario. While Israeli and Austrian respondents held similar general attitudes (about half were in favour of legalizing Belated Twins, while about a third opposed it), they drew partly on different arguments to arrive at their conclusions. In both groups, uncertainty stemming from "novel" elements in the scenario was regularly interpreted as negatively exacerbating existing issues.  相似文献   

Explaining a reverse gender gap in advanced physics and computer science course-taking: An exploratory case study comparing Hebrew-speaking and Arabic-speaking high schools in Israel     

Halleli Pinson  Yariv Feniger  Yael Barak 《科学教学研究杂志》2020,57(8):1177-1198

In the past three decades in high-income countries, female students have outperformed male students in most indicators of educational attainment. However, the underrepresentation of girls and women in science courses and careers, especially in physics, computer sciences, and engineering, remains persistent. What is often neglected by the vast existing literature is the role that schools, as social institutions, play in maintaining or eliminating such gender gaps. This explorative case study research compares two high schools in Israel: one Hebrew-speaking state school that serves mostly middleclass students and exhibits a typical gender gap in physics and computer science; the other, an Arabic-speaking state school located in a Bedouin town that serves mostly students from a lower socioeconomic background. In the Arabic-speaking school over 50% of the students in the advanced physics and computer science classes are females. The study aims to explain this seemingly counterintuitive gender pattern with respect to participation in physics and computer science. A comparison of school policies regarding sorting and choice reveals that the two schools employ very different policies that might explain the different patterns of participation. The Hebrew-speaking school prioritizes self-fulfillment and “free-choice,” while in the Arabic-speaking school, staff are much more active in sorting and assigning students to different curricular programs. The qualitative analysis suggests that in the case of the Arabic-speaking school the intersection between traditional and collectivist society and neoliberal pressures in the form of raising achievement benchmarks contributes to the reversal of the gender gap in physics and computer science courses.  相似文献   

Dynamics of forensic interviews with suspected abuse victims who do not disclose abuse     

Hershkowitz I  Orbach Y  Lamb ME  Sternberg KJ  Horowitz D 《Child abuse & neglect》2006,30(7):753-769

OBJECTIVES: The present study was designed to explore structural differences between forensic interviews in which children made allegations and those in which children did not make allegations. METHODOLOGY: Fifty forensic interviews of 4- to 13-year-old suspected victims of abuse who did not disclose abuse during the interview were compared with the same number of forensic interviews of alleged victims who made allegations of sexual or physical abuse. Only cases in which there was substantial reason to believe that abuse had taken place were included in the study. Audiotapes of the interviews were examined with a focus on interviewer utterances and children's responses during the pre-substantive rapport-building, episodic memory training, and 'getting the allegation' phases of the interviews, which all employed the NICHD Investigative Interview Guide. FINDINGS: Forensic interviews which yielded allegations of child abuse were characterized by quite different dynamics than interviews with children who did not make allegations. When interviewing non-disclosers, interviewers made less frequent use of free recall prompts and offered fewer supportive comments than when interviewing children who made allegations of abuse. Children who did not disclose abuse were somewhat uncooperative, offered fewer details, and gave more uninformative responses, even at the very beginning of the interview, before the interviewers focused on substantive issues and before the interviewers themselves began to behave differently. CONCLUSIONS: A premature focus on substantive issues may prevent children who are not responsive in the episodic memory training phase from disclosing abuse. Identifying reluctant disclosers and making more extensive efforts to build rapport before substantive issues are broached, or interviewing such children in more than one session, may help suspected victims disclose their experiences.  相似文献   

Teaching expertise reconsidered: The Technology,Pedagogy, Content and Space (TPeCS) knowledge framework     

Yael Kali  Ornit Sagy  Maya Benichou  Osnat Atias  Rachel Levin-Peled 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2162-2177

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Meaningful learning in the cooperative classroom     

Yael Sharan 《Education 3-13》2015,43(1):83-94

Meaningful learning is based on more than what teachers transmit; it promotes the construction of knowledge out of learners' experience, feelings and exchanges with other learners. This educational view is based on the constructivist approach to learning and the co-operative learning approach. Researchers and practitioners in various countries and settings seek ways to incorporate these approaches to create meaningful learning in the multicultural classroom and in the co-operative learning classroom. This article presents some of the ideas, studies and methods that signal a major shift of emphasis in education from product to process.  相似文献   

EPISTEMOLOGICAL LABOR: THE WAY TO SIGNIFICANT PEDAGOGICAL AUTHORITY     

Yael Shalem 《Educational theory》1999,49(1):53-70

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Practical Idealism in a Summer Camp for Girls     

Abraham Mandelstam 《Religious education (Chicago, Ill.)》2013,108(3):185-187

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Teachers’ Struggle: the case of white English‐speaking teachers in South Africa     

Yael Shalem 《British Journal of Sociology of Education》1992,13(3):307-328

This paper reviews and explains the perceptions of a specific group of teachers in South Africa—white English‐speaking teachers. The analysis, based on research conducted during 1986‐1987, investigates the context in which these teachers perceive their subordination and articulate their interests. The discursive approach which is used here poses the notion of white English‐speaking teacher as a construction of social identity which is contingent in the historical sense and is a product of discursive articulation. The article analyses the historical and the material conditions in which the teachers’ work is situated. It explains the nature of the teachers’ perceived subordination and social identity. Finally, the paper offers a short note of conclusion about the implication of this analysis for the possibility of a pluralist notion of teachers’ unity.  相似文献