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Instructional Science - There is a lack of research and practice focused on how to foster higher-order processing, such as creative performance, within higher education settings. To address this... 相似文献
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Allison Freed 《Environmental Education Research》2018,24(3):474-475
Environmental education scholars have argued for the need to focus on identity as a more predictive factor than attitude of individuals’ environmental behavior. We examine individuals’ decision-making as a mediating process between identity and behavior. University undergraduates (N = 299) were surveyed, with a select sub-sample interviewed. As expected, environmental identity was correlated with pro-environment behavior (recycling). However, students with lower pro-environmental identity also recycled regularly. Similarly, analysis of decision-making revealed most students, regardless of their environmental identity, do not think much when recycling. Environmental structures such as presence of recycling bins surfaced as a powerful influence on pro-environment behavior. 相似文献
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A. H. Freed 《International journal for the advancement of counseling》1985,8(4):329-340
An ethical basis for a youth counselling paradigm is searched for and found in the writings of Albert Schweitzer, Martin Buber, Karl Jaspers and Karl Popper. A structure of counselling with explicit ethic is described and is contained in the metaphors of these authors. Popper particularly contributes to the translation of structure into process with his concept of totality. The structure and process of the paradigm are applied to the practical therapy and counselling of drug dependent youth. 相似文献
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James Ingo Freed 《Curator: The Museum Journal》1995,38(2):95-110
This article describes the author's personal/professional experience in designing the United States Holocaust Memorial Museum, a building that must “fit” in the context of the National Mall, express the spirit of the Holocaust, and become a permanent, living memorial. “The [building] did not pose the familiar problem of the container and the contained. This [must be] a building where the contained (the historical exhibition) works on the container (the architectural shell) and where the container has to join with the contained.” 相似文献
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Jenny M. Dauer Jennifer H. Doherty Allison L. Freed Charles W. Anderson 《CBE life sciences education》2014,13(3):397-409
We investigate how students connect explanations and arguments from evidence about plant growth and metabolism—two key practices described by the Next Generation Science Standards. This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them to interpret—or misinterpret—scientific explanations and arguments from evidence. The principles of conservation of matter and energy can provide a framework for making sense of phenomena, but our results show that some students reasoned about plant growth as an action enabled by water, air, sunlight, and soil rather than a process of matter and energy transformation. These students reinterpreted the hypotheses and results of standard investigations of plant growth, such as van Helmont''s experiment, to match their own understanding of how plants grow. Only the more advanced students consistently interpreted mass changes in plants or soil as evidence of movement of matter. We also observed that a higher degree of scaffolding during some of the interview questions allowed mid-level students to improve their responses. We describe our progress and challenges developing teaching materials with scaffolding to improve students’ understanding of plant growth and metabolism. 相似文献
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Schedule-induced polydipsia (SIP) is a function of interpellet-interval (IPI) durations: intermediate (40-180-sec) IPIs are most effective in producing SIP, while longer and shorter IPIs are increasingly less effective. In order to determine whether each IPI exerts its influence on SIP by regulating drinking during that IPI itself or during the immediately succeeding IPI, rats were presented with systematic sequences of IPI durations during individual sessions of SIP testing. It was found that a very brief (20-sec) IPI tended to reduce the duration of drinking during the ongoing IPI, but that a very long (4-min) IPI reduced the probability that any drinking would occur during subsequent IPIs. It was suggested that the motivation to drink is reduced following long IPIs, while feeding, or behaviors anticipatory to feeding, compete with drinking when IPI lengths are very short. 相似文献
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