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While the importance of Science, Technology, Engineering, and Mathematics (STEM) education to address complex world problems, such as global warming, disease, and an increasingly interdependent world economy has led to many educational reform efforts in recent years, other content areas, such as social studies, have unnecessarily become marginalized. As STEM is not a standalone subject area, it serves as a tool to facilitate the learning of a variety of topics and is best served when integrated into all content areas, establishing a collaborative, rather than competitive, culture of content throughout the academic environment. To date, though, this integrated culture has not been realized. 相似文献
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Rats were trained to leave an array of food after they had consumed a fixed number (three, four, or five) of food items. This discrimination remained in effect despite a shift from 45-mg Noyes pellets to larger and irregularly sized sunflower seeds. The present demonstration replicates work first reported 50 years ago by Otto Koehler and his associates (e.g., Marold, 1939; see also Koehler, 1950), who used avian subjects, and, like those studies, it involved both positive and negative social reinforcement. The present procedure provided a rare instance in which numerical control was exerted over behavior that was primarily consummatory in nature. The results are viewed in terms of the wider literature of numerical competence in animals and are discussed in terms of a numerical process known asprotocounting (Davis & P’erusse, 1988b). 相似文献
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Identity Politics and Critical Pedagogy 总被引：3，自引：0，他引：3
Hank Bromley 《Educational theory》1989,39(3):207-223
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Much has been made about the difficulties students have in transferring their learning from one context to another. We suggest that students learning from examples use imitation, a subtype of analogical problem solving (APS). Whereas APS involves manipulating a mental representation, imitation involves mapping the surface features of a source example to a target problem and no assumptions are made about what a student knows. Often imitating a close variant of a source problem is likely to be relatively successful; however, trying to solve a distant variant by imitating an example creates difficulties in mapping values and adapting the source example to the target. In this paper we argue that some students' inability to transfer their learning is very often due to the teaching material rather than any failure on the part of the student. To this end, we have developed an interpretation theory based on the proportional analogy framework (a:b::c:d) which can be applied to text analysis. The theory is demonstrated using examples taken mainly from computer programming textbooks. 相似文献
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Baker Doris Luft Santoro Lana Biancarosa Gina Baker Scott K. Fien Hank Otterstedt Janet 《Reading and writing》2020,33(10):2697-2724
Reading and Writing - We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first... 相似文献
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Three rats were trained under a discrimination procedure in which responding was reinforced only following the repeated presentation of three bursts of white noise (S+). S? consisted of presentations of either two or four bursts of noise. All animals responded significantly more in the presence of S+ and, in two cases, showed lower response rates to both “2” and “4” stimuli. Responding by the third animal revealed differentiation between S+ and the stimulus “2,” but no reliable suppression to stimulus “4.” The present instances of discriminative control by the stimulus “3” replicate Fernandes and Church’s (1982) demonstration of control by sequential auditory stimuli in the rat. Moreover, because the present procedure involves adjacent S? values both greater as well as less than S+, these results extend our knowledge of the rat’s abilities with sequential auditory stimuli: Rats are capable of making intermediate numerical discriminations based upon something other than a simple many-versus-few dichotomy. 相似文献