Concept learning by pigeons: Matching-to-sample with trial-unique video picture stimuli     

Anthony A. Wright  Robert G. Cook  Jacquelyne J. Rivera  Stephen F. Sands  Juan D. Delius 《Learning & behavior》1988,16(4):436-444

Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development.  相似文献   

Two Mandarin readers in Taiwan: characteristics of children with higher and lower reading proficiency levels     

Jia‐ling Charlene Yau 《Journal of Research in Reading》2005,28(2):108-124

This study investigated how two readers of Mandarin with differing reading‐proficiency skills interacted with a narrative passage, as well as what knowledge they brought to and made use of while reading the text. The perspectives of reading comprehension, transactional theory and social‐cognitive models of reading served as this study's theoretical framework. Two Sixth‐Grade participants were selected for inclusion through snowball sampling. The data in this study were obtained from interviews and think‐alouds. Qualitative analysis indicated that the skilled Mandarin reader's stance moved along the efferent/aesthetic continuum, while the less‐skilled Mandarin reader's was mainly efferent. The skilled reader employed strategies of inferencing, summarisation and synthesis during and after reading, while the less‐skilled reader applied bridging inferences, paraphrasing and repetition. The findings of this study corroborate previous findings that proficient readers employ more sophisticated approaches to reading than less‐proficient readers.  相似文献   

JSTE Editor-in-Chief’s Annual Report     

Charlene M. Czerniak 《Journal of Science Teacher Education》2007,18(1):1-8

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��It depends on what science teacher you got��: urban science self-efficacy from teacher and student voices     

Virginia L. J. Bolshakova  Carla C. Johnson  Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997

In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers’ effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.  相似文献   

Fostering structurally transformative teacher agency through science professional development          下载免费PDF全文

Maria S. Rivera Maulucci  Jennie S. Brotman  Shoshana Sprague Fain 《科学教学研究杂志》2015,52(4):545-559

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JSTE Editor-in-Chief’s Annual Report     

Charlene M. Czerniak 《Journal of Science Teacher Education》2008,19(1):1-9

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Not Proved: Reply to Wynn     

Ann Wakeley  Susan Rivera  & Jonas Langer 《Child development》2000,71(6):1537-1539

Findings on whether young infants look longer at incorrect addition and subtraction have been inconsistent or, as in our study, negative. We hypothesize that imprecise ordinal calculating with very small numbers of objects develops in late infancy and precise calculating in early childhood.  相似文献   

Effects of student-facilitated learning on instructional facilitators     

Sarah M. Bonner  Jennifer A. Somers  Gwendelyn J. Rivera  Leslie S. Keiler 《Instructional Science》2017,45(4):417-438

We investigated perceptions about learning strategy use and instructional roles among a sample of high needs adolescents (n = 230) who acted as near-peer instructional facilitators. The sample was drawn from science and mathematics classes in nonselective public secondary schools in New York City. Students participated in an inschool intervention that draws on social constructivism, theory and research on metacognition and learning strategies, role theory, and empirical findings from the peer-to-peer learning literature to promote advanced achievement among students who act as facilitators. Using a pre- and post-test single group design, we surveyed student instructional facilitators before and after program participation and related their perceptions about learning strategy use and perceptions about teaching roles to data about academic achievement. We found no survey gains in student perceptions about learning strategies or instructional roles between pre-survey (fall) and post-survey (spring). We found small but significant effects of individual perceptions about learning strategies and teaching roles on academic gains among instructional facilitators. The study also suggests that an in-school near-peer facilitated learning program can be an effective means to raise achievement in urban high schools. The study provides partial support for theories that hold that metacognition and role perceptions are involved in the academic gains of instructional facilitators, as gains in these dimensions were small compared to achievement gains.  相似文献   

Adult Role Models: Feasibility,Acceptability, and Initial Outcomes for Sex Education     

Lisa Colarossi  Ellen Johnson Silver  Randa Dean  Amanda Perez  Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.  相似文献   

A Survey of Scholarly Literature Describing the Field of Bioinformatics Education and Bioinformatics Educational Research     

Alejandra J. Magana  Manaz Taleyarkhan  Daniela Rivera Alvarado  Michael Kane  John Springer  Kari Clase 《CBE life sciences education》2014,13(4):607-623

Bioinformatics education can be broadly defined as the teaching and learning of the use of computer and information technology, along with mathematical and statistical analysis for gathering, storing, analyzing, interpreting, and integrating data to solve biological problems. The recent surge of genomics, proteomics, and structural biology in the potential advancement of research and development in complex biomedical systems has created a need for an educated workforce in bioinformatics. However, effectively integrating bioinformatics education through formal and informal educational settings has been a challenge due in part to its cross-disciplinary nature. In this article, we seek to provide an overview of the state of bioinformatics education. This article identifies: 1) current approaches of bioinformatics education at the undergraduate and graduate levels; 2) the most common concepts and skills being taught in bioinformatics education; 3) pedagogical approaches and methods of delivery for conveying bioinformatics concepts and skills; and 4) assessment results on the impact of these programs, approaches, and methods in students’ attitudes or learning. Based on these findings, it is our goal to describe the landscape of scholarly work in this area and, as a result, identify opportunities and challenges in bioinformatics education.  相似文献