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1.
David H. M. Wright‡ 《International Journal of Science Education》2013,35(4):367-375
Summaries English An attempt has been made to describe how curriculum developers in science in Zimbabwe have endeavoured to cater for the decision by government, at a stroke, to treble the intake of secondary school pupils and how the developers have, at the same time, attempted to employ the new situation as an opportunity to introduce the kind of science programme in schools which they believe to be appropriate to the conditions which obtain in a developing country like Zimbabwe. The practical, economic, philosophical, political and cultural issues which have been raised in the exercise have been outlined as well as the strategies that have been adopted, wherever possible, to meet them. Implications with international relevance have been highlighted. 相似文献
2.
Tatsuyuki Ohtsuki ‡ 《Journal of sports sciences》2013,31(4):373-382
In this study, we examined the relative control of reaction time and force in responses of the lower limb. Fourteen female participants (age 21.2±1.0 years, height 1.62±0.05?m, body mass 54.1±6.1?kg; mean±s) were instructed to exert their maximal isometric one-leg extension force as quickly as possible in response to an auditory stimulus presented after one of 13 foreperiod durations, ranging from 0.5 to 10.0?s. In the ‘irregular condition’ each foreperiod was presented in random order, while in the ‘regular condition’ each foreperiod was repeated consecutively. A significant interactive effect of foreperiod duration and regularity on reaction time was observed (P?<?0.001 in two-way ANOVA with repeated measures). In the irregular condition the shorter foreperiod induced a longer reaction time, while in the regular condition the shorter foreperiod induced a shorter reaction time. Peak amplitude of isometric force was affected only by the regularity of foreperiod and there was a significant variation of changes in peak force across participants; nine participants were shown to significantly increase peak force for the regular condition (P?<?0.001), three to decrease it (P?<?0.05) and two showed no difference. These results indicate the independence of reaction time and response force control in the lower limb motor system. Variation of changes in peak force across participants may be due to the different attention to the bipolar nature of the task requirements such as maximal force and maximal speed. 相似文献
3.
Yang Chen‡ 《亚洲交流杂志》2013,23(1):97-115
This study aims to explain the reasons for the transformation of women's news in contemporary China. It concludes that in comparison with women news's in the Maoist period, present-day women's news is represented in a fragmented way. This article analyses the differences among the individual, professional, and institutional aspects in news production, while emphasizing the complicated interaction among feminism, state, and market to illuminate the reasons behind women's news transformation. Due to the immanent masculinity of both state and market, feminism in China has to face a state–market complex, that is, double pressure. Comparing with state and market, the influence from feminism to journalism is quite weak and there is a long way to go before feminism realizes its own agenda for media transformation. 相似文献
4.
Summaries English ‘Integrated science’ as an aspect of curriculum development is now well established world‐wide and has become the subject of international meetings. This article tries to put forward for discussion some ideas about the meaning of integration among the sciences. Integration is first discussed in its relation to common culture and disciplinary knowledge. Disciplinarity, recognized as the way in which scientific knowledge has been organized, is seen as the only real possibility for the growth of knowledge. To understand the meanings and the importance of different disciplinary fields, is a didactical objective to be reached through an articulated educational process starting in the primary school. However, another objective of the same importance is the development of the capacity to recognize and utilize disciplinary knowledge for the solution of ‘real’ problems. In this perspective, an important problem for educational research is the definition of a ‘scientific knowledge for all’ which should enable people to confront real problems with a knowledge of the meanings of science, and of where to find and how to use scientific information. 相似文献
5.
Duba Yaakobi‡ 《International Journal of Science Education》2013,35(1):69-76
Summaries English An attempt was made to compare the types of outdoor activities chosen by school teachers versus community centre leaders. OBIS (Outdoor Biology Instructional Strategies) was used as a model of an environmental programme. Results show that teachers relate outdoor activities to subjects studied by children in class; they choose activities according to concepts presented and group activities around a common topic. Teachers are equally divided by their preferences for activity form: simulation, organism study or game. Community leaders most often chose activities in the form of games and they attribute more importance to the ‘fun’ of the activity and its attractiveness to children. Both groups did not consider participation in a workshop as an important factor in choosing the activities. It was concluded that in order to spread environmental knowledge, it is necessary to provide many activities to select from, rather than a few units heavily burdened with subject matter. 相似文献
6.
It is argued that an important first stage in students’ assessment of scientific explanations is that of visualization. A test of visualization is developed and the results for students in their first year of university education are presented. Certain characteristics of defective visualization and the circumstances in which blocks to satisfactory explanation assessment are created emerge rather clearly. 相似文献
7.
Learning Microbiology with Computer Simulations: students’ academic achievement by method and gender
Tenth grade students studied the topic of ‘The growth curve of microorganisms’, which included a computer‐assisted learning (CAL) simulation episode. The CAL episode enabled students to simulate experiments which investigated the simultaneous impact of three independent variables upon the growth curve of microorganisms (temperature, nutrient concentration and the initial number of individuals from which to start a population growth). Two classes (n = 82 students) formed the experimental group and were instructed in a combination of classroom‐laboratory work with CAL. The control group included three classes (n = 99 students) who were taught the topic in the classroom‐laboratory work setting only. Five teachers taught the five classes, three periods weekly and the study lasted 4 weeks. The students’ previous knowledge in the topic to be learned and their academic achievement were assessed with pre‐ and post‐tests, respectively. The data for each lest were treated with a two‐way analysis of variance. The results showed that the two study groups did not differ in their previous knowledge and no significant differences were found by gender within and between the groups. The post‐test results on academic achievement indicated that students in the experimental group achieved significantly higher means scores than the control group. No significant gender differences on academic achievement were found within each group. The results affirm that: (a) computer simulations, in which three variables are manipulated simultaneously in one experiment, can be integrated as short episodes in the existing biology curricula; (b) high school students can perform computer simulations which require the skills of simultaneous manipulations of three variables in one experiment, problem solving and decision making; (c) girls and boys in the experimental group exhibited these skills at a similar academic level of achievement. 相似文献
8.
S. A. Lutterodt‡ 《International Journal of Science Education》2013,35(2):121-138
Summaries English The paper attempts a systematic analysis of some of the issues involved in the adaptation of science curricula. The meaning of adaptation is defined and adaptation as a process is distinguished from adaptation (or ‘adaptedness') as a quality of a curriculum. The ‘situation variables’ affecting the ‘adaptedness’ of a curriculum in a given setting are analysed; modifications which differences in such variables may necessitate are discussed and a simple classification proposed. The feasibility of adapting a given curriculum for use in a different setting depends both on differences in the situation variables and on characteristics of the curriculum itself. Some relevant characteristics are identified and their effects assessed. Finally the paper directs attention to the wider issues of a socio‐economic character which, in practice, affect the desirability, or the wisdom, of opting for adaptation as a curriculum development strategy in a given context. 相似文献
9.
Ruth Stavy Yehudit Eisen Duba Yaakobi 《International Journal of Science Education》2013,35(1):105-115
Difficulties in the understanding of photosynthesis by Israeli junior high school students were examined. Thirty‐three students were interviewed and asked about chemical and ecological issues of photosynthesis. Difficulties were found in their understanding of the living body as a chemical substance, lack of knowledge about the chemical elements that compose the living body, and difficulties in understanding that gas (CO2) is the source of the plant's body. A major problem was the perception of photosynthesis as a type of respiration. Difficulties were also found in students’ understanding of concepts related to the ecosystem, such as the oxygen cycle in nature and autotrophic feeding as the first step of the food chain. Considering these difficulties, we recommend changing the way of teaching these issues. Such a programme is now being tested. 相似文献
10.
J. K. Mohapatra‡ 《International Journal of Science Education》2013,35(1):117-123
A model giving the main domains of ‘process knowledge’ in solving problems in physics is proposed. In the framework of this model the strategies and results of using thinking‐aloud experiments to obtain the elements of ‘process knowledge’ in the problem‐solving activity in physics are discussed. 相似文献