Role of the microcomputer‐based laboratory display in supporting the construction of new understandings in thermal physics     

David W. Russell  Keith B. Lucas  Campbell J. McRobbie 《科学教学研究杂志》2004,41(2):165-185

Teachers' failure to use the microcomputer‐based laboratory (MBL) more widely may be a result of not recognizing its capacity to transform laboratory activities. This research aimed to increase understanding of how MBL activities designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. The first author conducted the research with his Year 11 physics class of 15 students. Dyads addressed 10 tasks in thermal physics using a predict–observe–explain format. Data sources included video and audio recordings of students and teacher during four 70‐minute sessions, students' computer data and written notes, semistructured student interviews, and the teacher's journal. Analysis of students' discourse identified many instances in which students' initial understandings of thermal physics were mediated in multiple ways by the screen display. The findings are presented as eight assertions. Recommendations are made for developing pedagogical strategies incorporating MBL activities that will likely catalyze student construction of understanding. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 165–185, 2004  相似文献   

Assessment and prediction of success in first year physics at an Australian university     

P. M. O'Halloran  G. J. Russell 《Higher Education》1980,9(5):529-547

A method of assessment, involving six one-hour tests, with provision to repeat four of them, has been used with favourable student and staff reaction in first year, two semester undergraduate physics courses. The style of question and marking criteria used previously in a conventional examination are retained.The relationship between performance in Physics I, high school background and mark in the first physics test, held in the fifth week of the university course. are investigated through a series of regression analyses. An attempt is made to arrive at an appropriate entry criterion for admission to Physics I.  相似文献   

Case studies of student research projects in school science     

Russell Tytler 《Research in Science Education》1988,18(1):160-168

Conclusion These case studies offer strong support for the notion that learning occurs naturally and inevitably when it flows out of a student's desire to extend her own interests and experiences. This view was expressed strongly by the progressives (Dewey [1963], and Kilpatrick [1928, 1952:315]) and more recently by Wilson (1971). They also represent “instances of autonomy” that challenge our normal assumptions of student behaviour. There are, of course, matters of the transmission of those “storehouses of knowledge” that represent the disciplines, and matters of practicality in motivating and managing a class of students pursuing their own interests (Tytler 1983), that would make it impractical to centre all teaching around the IRP or its equivalent. The need to include IRP's at a significant place within the curriculum, however, is indicated not only by the student outcomes that have emerged in this study, but from the fact that an increasing number of teachers have found it to be a satisfying method, involving a more powerful and natural view of the student in relation to the educational process (Tytler, ibid). The case studies have something to say about all such activities (other possibilities are described in Boomer [1983]) that invite students to take responsibility for the serious development of their interests. They stand as examples of the way students work outside the classroom, but also as celebrations of student independence and autonomy. Too often the schooling practices we subscribe to tend to invalidate students' own life experiences. These case studies provide a challenge to us to find educative ways that can match the range of abilities and dispositions that students bring with then to school.  相似文献   

Concurrent and Subsequent Associations Between Daily Digital Technology Use and High‐Risk Adolescents’ Mental Health Symptoms          下载免费PDF全文

Madeleine J. George  Michael A. Russell  Joy R. Piontak  Candice L. Odgers 《Child development》2018,89(1):78-88

Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at‐risk adolescents. Participants included 151 adolescents at risk for mental health problems (M_age = 13.1) who completed a baseline assessment, 30‐day ecological momentary assessment, and 18 month follow‐up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same‐day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self‐regulation and increases in conduct problem symptoms between the baseline and follow‐up assessments.  相似文献   

Editors’ introduction to Keeping cultures alive: Archives and Indigenous human rights   总被引：1，自引：1，他引：0  

Sue McKemmish  Livia Iacovino  Lynette Russell  Melissa Castan 《Archival Science》2012,12(2):93-111

Keeping Cultures Alive investigates the relationship between Indigenous human rights and the archives through an interdisciplinary and comparative lens, bringing together papers by Indigenous and non-Indigenous experts in Indigenous studies, human rights, law and archival science. It explores Indigenous human rights in an international context with particular reference to the implications of the international human rights agenda for current and future archival practice in Australia, Canada, New Zealand and the United States.  相似文献   

The failure files: Perspectives on failure     

Ayiesha Russell 《Action Learning: Research and Practice》2012,9(2):201-203

  相似文献   

The association between academic self‐beliefs and reading achievement among children at risk of reading failure     

Allyn Fives  Dan Russell  Norean Kearns  Rena Lyons  Patricia Eaton  John Canavan  Carmel Devaney  Aoife O'Brien 《Journal of Research in Reading》2014,37(2):215-232

This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample.  相似文献   

Ready,steady, action: what enables young people to perceive themselves as active agents in their lives?     

Russell Sharp 《Educational Psychology in Practice》2014,30(4):347-364

Government and educational priorities place importance on young people of secondary school age being active, having their voices heard, and participating in their community. This paper explores an understanding of the role of agency in young people’s lives and how the concept is developing. Young people who perceive themselves as having agency may feel they have the ability to change something about themselves or their environment for a valued goal; this may increase their resilience and adaptability to life challenges.

A systematic review of agency-related literature revealed little consistency and coherence in definitions and components of agency, particularly regarding young people. Empirical research used realist grounded theory to analyse discussion of three focus groups consisting of 11 young people aged 13 to 17 involved in active school and community projects in both rural and urban areas from a large county in the UK. Findings indicate how certain psychological factors relate over time between a young person’s thoughts and feelings, their structural context and their positive interpersonal relationships to support their sense of being an agent.

This article argues that focus on young people’s agency is a key thread linking many areas of educational practice to empower young people. Implications for practice with young people, professionals and families are discussed, including use of a schema of the findings to guide assessment and intervention.  相似文献   

Digital preservation and the Cedars project experience     

Kelly Russell 《New Review of Academic Librarianship》2013,19(1):139-154

This paper describes the development of a reliable, short questionnaire (PLSQ) to measure student perceptions of and satisfaction with quality of service in an academic library. This formed part of a wider study to evaluate student awareness and use of library services and staff support. This included the simultaneous development of a ‘factual’ questionnaire and two small scale observational studies, backed up with ‘market research‐type’ interviews to evaluate the effectiveness of the ‘help desk’ and ease of use of the computer catalogue. A ‘triangulation’ technique was thus used to provide indirect evidence that the questionnaire was validly measuring user satisfaction. The results from the initial trial of the questionnaire are described and compared with relevant findings from the ‘factual’ questionnaire and the help desk study. Though two samples completed different questionnaires, the frequency results arc either in complete agreement or mutually supportive. The help desk study results are also supportive, again suggesting that the questionnaire is a valid measure. Following statistical analyses, the final sixteen item PLSQ emerged which produces internally consistent responses and which appears to measure satisfaction with staff helpfulness and physical conditions in the library and perceptions of ability to find information and knowledge of CD‐ROM and other services.  相似文献   

Evaluating Continuing Resources: Perspectives and Methods from Science Librarians     

Kathryn Kennedy  Tara Tobin Cataldo  Valrie Davis  Sara Russell Gonzalez  Carrie Newsom 《期刊图书馆员》2013,64(3):428-443

Five science librarians share their experiences with the evaluation of continuing resources at an academic university and discuss implications caused by the evaluation process. Four of the authors were new to collection evaluations at the time of the Serial Evaluation Project. These new librarians faced many challenges, both personally and professionally, in dealing with the cancellation process. Although the differences in approaches to collection analysis are discussed somewhat, they are not a focus of the article.  相似文献