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QUANTIFYING THE GENDER GAP IN SCIENCE INTERESTS 总被引：1，自引：0，他引：1
Ayelet Baram-Tsabari Anat Yarden 《International Journal of Science and Mathematics Education》2011,9(3):523-550
Nearly 5,000 self-generated science-related K–12 students’ questions, classified into seven science subjects, were used to
quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between
boys’ and girls’ science interests did not exist during early childhood, but increased over 20-fold by the end of high school.
Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more
interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science
interests between different populations based on different data sources. 相似文献
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This article concerns a lacuna in chemistry students' reasoning about chemical bonding. Although chemistry students are familiar with the charges that make up the atom––both positive and negative––they refer only to the attraction between unlike charges. Specifically, they ignore the repulsion between the positive nuclei. We named this disregard of repulsion the lacuna of repulsion. Repulsion is a crucial component in the force-based explanation of chemical bonding, presenting the bond as a dynamic equilibrium between attraction and repulsion electrical forces. We noticed this lacuna incidentally while interviewing chemistry students for a bigger project aimed at supporting students in understanding the force-based explanation of chemical bonding. This article describes our systematic qualitative study of the lacuna of repulsion and its impact on mental models of 23 high school chemistry students. Our findings show that students use six mental models, most of them built upon each other. Beginning from a simple mental model that describes the chemical bond as electrons, continuing with the including attraction forces, and completing with repulsion and a dynamic view of the bond. Only when one considers both attraction and repulsion forces and understands the dynamic balance between them is it possible to build the force-based dynamic mental model of chemical bonding. 相似文献
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Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception. 相似文献
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Anat Zohar Noa Schwartzer Pinchas Tamir 《International Journal of Science Education》2013,35(7):769-782
An important question which is often overlooked addresses the nature and quantity of higher‐order thinking activities when teachers are not explicitly ‘teaching for thinking’ but rather acting and behaving routinely. This study investigates the scope and nature of tasks demanding students’ application of higher‐order thinking skills while studying biology in junior and senior high schools in Israel. The method used is the collection and analysis of questions asked by teachers during classroom discourse, in homework assignments and in tests. The main findings show: (a) that the frequency of higher‐order thinking questions in biology class discourse in Israel is approximately 20%; (b) that the cognitive level of teachers’ questioning in HS is higher than in JHS; (c) that the matriculation exam has a strong influence on tests given by teachers; and (d) that while inquiry questions permeated HS testing they are less salient in HS class discourse, indicating the need for remedial treatment which should include the integration of more inquiry‐oriented pedagogies into classroom practice. 相似文献
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To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: “What knowledge of genetics is relevant to those individuals not professionally involved in science?” and “Why is this knowledge relevant?” The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases. 相似文献
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The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading. 相似文献
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Zohar Kampf 《The Communication Review》2016,19(4):254-258
ABSTRACTTamar Liebes was a groundbreaking and fearless scholar who nurtured generations of media researchers at the Hebrew University of Jerusalem. Groundbreaking, because she paved new trajectories in the study of popular communication and applied pioneering qualitative research methods to media studies. Toward the end of the 1970s, when only few perceived that popular culture was a legitimate field of inquiry and even fewer believed that interpretative efforts in the spirit of the humanities were worth institutionalizing in the social sciences, it was Tamar who swam against the stream and completed a pioneering study on the reception of the American soap opera Dallas among members of different cultural communities. Her book The Export of Meaning: Cross-Cultural Readings of Dallas (co-authored with Elihu Katz) soon became canonic and is still being taught in introductory media studies courses around the world. Fearless, because the same road Tamar paved to establish these lines of research and, indeed, to revolutionize the field of communication, was also rife with rivalries, battles, and struggles she never hesitated to engage in. Tamar was the white knight who never feared fighting the dragons, and in some cases (though not all) she even won. 相似文献
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The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely
used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and
what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different
aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements.
Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature.
This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and
conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic
knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for
conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition
of the target sub component of metacognition, followed by a systematic examination of this sub component according to several
dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include
an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive
issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated
the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be
noted that since metacognition is a relational rather than a definite concept it is important to situate the context within
which the conceptual analysis takes place. 相似文献
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