排序方式： 共有119条查询结果，搜索用时 27 毫秒
41.
自1994年韩国首次应用瑞吉欧方案教学以来,瑞吉欧方案教学已经在韩国发展了十几年,在儿童发展、教师专业成长、家园合作等方面促进了韩国学前教育的发展。但在本土化的过程中,韩国瑞吉欧方案教学面临着新的挑战,需要韩国社会的进一步支持。中、韩两国分享瑞吉欧课程发展经验,有利于两国学前教育的发展。 相似文献
42.
This study proposes a structured constructs model (SCM) to examine measurement in the context of a multidimensional learning progression (LP). The LP is assumed to have features that go beyond a typical multidimentional IRT model, in that there are hypothesized to be certain cross‐dimensional linkages that correspond to requirements between the levels of the different dimensions. The new model builds on multidimensional item response theory models and change‐point analysis to add cut‐score and discontinuity parameters that embody these substantive requirements. This modeling strategy allows us to place the examinees in the appropriate LP level and simultaneously to model the hypothesized requirement relations. Results from a simulation study indicate that the proposed change‐point SCM recovers the generating parameters well. When the hypothesized requirement relations are ignored, the model fit tends to become worse, and the model parameters appear to be more biased. Moreover, the proposed model can be used to find validity evidence to support or disprove initial theoretical hypothesized links in the LP through empirical data. We illustrate the technique with data from an assessment system designed to measure student progress in a middle‐school statistics and modeling curriculum. 相似文献
43.
In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献
44.
Typically‐Perceived‐Situation (TPS) refers to the situation rising spontaneously in an individual’s mind when she/he first thinks of a phenomenon or concept. The purpose of this study is to go well beyond the many studies that describe conceptions of force and explore children’s TPS of “force is acting on a thing” and “force is not acting on a thing”, and to do this in the differing contexts of Australia and Korea. Data were collected by drawings and written explanations from 145 Grade 6 Australian children and 150 Grade 6 Korean children. These data showed some significant differences between the Australian children’s and Korean children’s TPSs. For example, considering the whole context of children’s TPS, the contexts of “someone pushes or pulls something” and “someone/something is floating in the air or not moving because there is no gravity” were the most frequent ones, as a “force” and as a “no force” situation respectively, in the case of Australian children, while “a sort of energy is provided into someone/something and they can be active/working” and “a sort of energy is not provided into someone/something and they cannot be active/working”, were most frequent in the case of Korean children. These differences are very likely the consequence of different everyday meanings for the word “force” in the two cultures. In addition, it appears that these children’s TPS affect their judgement of “force” and “no force”. 相似文献
45.
46.
Kyung Hee Kim 《Roeper Review》2019,41(2):119-128
To understand creativity is to recognize and develop the creative potential within oneself and others. This article examines what creativity is not and then what creativity is. First, the six leading misconceptions about creativity are discussed: Creativity belongs solely to the arts; creativity is quickly recognizable; innovators always work alone; mental illness enhances creativity; creativity is a divine flash of inspiration; and newness is a prerequisite to creativity. Then, using the research-based CATs model, what creativity is and how creativity develops into innovation are discussed: (a) cultivate creative climates; (b) nurture creative attitudes; and (c) develop creative thinking skills. Creativity does not come from nature but from nurture, and developing gifted children’s creativity should be the goal of parenting and education. 相似文献
47.
Lawrence Joshua Fahey Hagen Aste Mjelve Hwang Jin Kyoung Lin Grace Lervåg Arne 《Reading and writing》2019,32(2):285-306
Reading and Writing - This study examined the relationship between knowledge of academic vocabulary and reading comprehension in data contributed by 5855 middle school students. Each student... 相似文献
48.
The current study examined the effects of national culture (U.S., China, and Korea) and interpersonal relationship type (a stranger and a friend) on apology. Findings revealed that participants (N = 376) from the three cultures differed in their perceptions of the offended person's emotional reaction and their propensities toward apology use (i.e., desire, obligation, and intention to apologize, as well as their perception of normative apology use). Regardless of their cultures, participants showed stronger obligation and intention to apologize to a stranger than to a friend. With regard to the intention to apologize, both American and Korean participants showed a greater discrepancy between themselves and their estimate of most people in their own culture than did Chinese participants. Although participants from the three cultures did not differ in their propensities toward apology use for a friend, both American and Chinese participants showed greater discrepancy than did Korean participants for feeling obliged to apologize to a stranger. For intention to apologize to a stranger, both American and Korean participants, compared to Chinese, showed greater discrepancy between themselves and their estimate of most people in their own culture. Other findings and implications thereof are discussed in more detail in the paper. 相似文献
49.
Kyong Hee Chon Won-Chan Lee Stephen B. Dunbar 《Journal of Educational Measurement》2010,47(3):318-338
In this study we examined procedures for assessing model-data fit of item response theory (IRT) models for mixed format data. The model fit indices used in this study include PARSCALE's G2 , Orlando and Thissen's S − X2 and S − G2 , and Stone's χ2* and G2* . To investigate the relative performance of the fit statistics at the item level, we conducted two simulation studies: Type I error and power studies. We evaluated the performance of the item fit indices for various conditions of test length, sample size, and IRT models. Among the competing measures, the summed score-based indices S − X2 and S − G2 were found to be the sensible and efficient choice for assessing model fit for mixed format data. These indices performed well, particularly with short tests. The pseudo-observed score indices, χ2* and G2* , showed inflated Type I error rates in some simulation conditions. Consistent with the findings of current literature, the PARSCALE's G2 index was rarely useful, although it provided reasonable results for long tests. 相似文献
50.
Hye‐Eun Chu Eun Ah Lee Hee Ryung Ko Dong Hee Shin Moon Nam Lee Byeong Mee Min 《International Journal of Science Education》2013,35(6):731-746
The purpose of this study was to investigate Korean children’s environmental literacy levels and the variables that affect their environmental literacy. An instrument, the Environment Literacy Instrument for Korean Children (ELIKC), was developed that measures four different dimensions (knowledge, attitude, behaviour, and skills) using 69 items and 13 demographic variables. The ELIKC was administered to 969 Year 3 students from large cities, medium‐sized cities, and rural areas. The students were given 80 min to answer the questions. Statistical analysis was performed on each of the scales that make up the ELIKC and a multivariate analysis of variance was performed to identify the variables that affect environmental literacy. Results indicate that the correlation between attitude and behaviour is the strongest while that between knowledge and behaviour is the weakest. Also, it was found that gender, parents’ school background, and the source from where students obtain environmental information affect all categories of environmental literacy. 相似文献