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The paper analyzes the effects of a teaching programme in probability devised for junior high school pupils (grades 5, 6 and 7). It was found that most of the notions were too difficult for the fifth grade pupils. In contrast, about 60–70% of the sixth graders and about 80–90% of the seventh graders were able to understand and use correctly most of the concepts contained in the programme. It was also found that, as an indirect effect the course on probability had a beneficial effect on some intuitively based misconceptions of the subjects, like: the representiveness effect; the positive recency effect; the notion of a lucky choice; the superstitious belief in the possibility of influencing the course of events by some particular behaviour. 相似文献
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Elhanan Gazit Yoav Yair David Chen 《Journal of Science Education and Technology》2005,14(5-6):459-470
This study describes high school students' conceptual development of the basic astronomical phenomena during real-time interactions
with a Virtual Solar System (VSS). The VSS is a non-immersive virtual environment which has a dynamic frame of reference that
can be altered by the user. Ten 10th grade students were given tasks containing a set of observe–explain questions without
mentoring. The findings showed that all participants used the VSS as a visual thinking tool and developed a scientific understanding
of the causes of the day–night phenomena. However, alternative dynamic misconceptions of the Earth–Moon–Sun system emerged
as a result of (1) cognitive difficulty in coordinating visual information from different perspectives; (2) misinterpreting
salient features of the VSS visual representation; (3) ignoring the 3D nature of the Moon's relative motion, together with
incorrect perception of the Moon's and the Earth's relative size and distance; and (4) the inability to mentally shift away
from the Earth's frame of reference. These findings have significant bearing on our understanding of the educational potential
and possible pitfalls of learning via virtual reality environments. The learning should be accompanied by suitable scaffolding
and guided reflection to minimize the emergence of alternative astronomical conceptions. Designing additional navigation tools
would empower the learners' perceptual and cognitive system. 相似文献
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The United Nations Convention on the Rights of the Child anchors children's right to participate in decision-making. This right refers to decisions at the individual level as well as collective decisions taken by a group of children. Various studies have indicated that youth from disadvantaged backgrounds face high barriers to participation in collective decision-making and thus have fewer opportunities to enjoy the educational and developmental benefits of such participation. This study explored school principals' perceptions of at-risk youths' participation in collective decision-making in schools. Specifically, it analysed differences between the perceptions of principals who had established participatory frameworks and those who had not. The research design drew on interviews with 18 principals who manage high schools for at-risk youth in Israel. All interviewed principals acknowledged the potential cultural mismatch between the dominant models of pupil councils and the culture of at-risk youth. Principals who had established participatory frameworks viewed participation as a gradual process, trusting their pupils' capacity to attain higher levels of participation even if participatory activities did not come as ‘second nature’ to them. However, principals who did not institute such frameworks viewed their pupils' participation as an ‘all-or-nothing’ enterprise, inappropriate for at-risk youth. Fulfilling participation rights in schools for at-risk youth requires efforts to adapt the participatory capital to the pupils' background. The principals' perceptions of the participation process and of their pupils were intertwined with their willingness to engage in such adaptations and take the less-travelled road of participatory practices in schools for at-risk youth. 相似文献
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