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Fully half of the curriculum of Roskilde University, Denmark(RUC), is student-driven group research project work, often interdisciplinary. I shall describe the practice of group project work in the sciences at RUC, and evaluate implications for educational practice in the U.S. 相似文献
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Udo M.K. Ramsey G.P. Reynolds-Alpert S. Mallow J.V. 《Journal of Science Education and Technology》2001,10(3):237-247
We present the results of a study designed to measure the level of science anxiety in students enrolled in physics courses at Loyola University Chicago. We undertook this study with two objectives: (1) to determine the factors contributing to science anxiety; in particular, to ascertain whether the leading factors identified in an earlier study have remained constant over time, and (2) to investigate whether science anxiety was affected by a semester of introductory physics. This is the first study of its kind, analyzing science anxiety in pre- and posttests of a cohort composed entirely of students taking physics courses. We find that the leading factors contributing to science anxiety are nonscience anxiety, gender, and to a much lesser degree, course of study (major), in agreement with earlier results. In general, males start and end the course with somewhat less science anxiety (and nonscience anxiety) than females. Post-course responses indicated some improvement in nonscience anxiety and in science anxiety for both genders. Acute levels of science anxiety were somewhat decreased by exposure to a physics course. Different pedagogies and gender role models may correlate with anxiety reduction. 相似文献
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The Legacy of Early Abuse and Neglect for Social and Academic Competence From Childhood to Adulthood
K. Lee Raby Glenn I. Roisman Madelyn H. Labella Jodi Martin R. Chris Fraley Jeffry A. Simpson 《Child development》2019,90(5):1684-1701
This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing early abuse and neglect was consistently associated with more interpersonal problems and lower academic achievement from childhood through adulthood (32–34 years). The predictive significance of early abuse and neglect was not attributable to the stability of developmental competence over time, nor to abuse and neglect occurring later in childhood. Early abuse and neglect had enduring associations with social (but not academic) competence after controlling for potential demographic confounds and early sensitive caregiving. 相似文献
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Conclusion Recent literature concerning the use of illustrations in text has stressed the need for an assessment of the instructional
function being served by the illustration. When an illustration is incorporated into textual matter, it should be serving
a specific, pedagogically sound instructional function. Otherwise, the reader probably will not benefit from the illustration’s
inclusion in the text; in fact, the reader might be distracted from the text by the illustration, with no cognitive gain being
derived from this distraction. Therefore, to the traditional criteria for selection of illustrations used with text must be
added the instructional function that is to be served.
To determine whether an illustration will serve an intended instructional function effectively, a close examination of both
the illustration’s attributes and its relationship to the text must be made. Research has shown that illustrations are composed
of a variety of attributes pertaining to physical, instructional, and relational qualities of the illustrations, and that
these attributes affect the way in which illustrations can be used as instructional tools. Therefore, the attributes present
in an illustration will account in part for its effectiveness in serving an instructional function.
The findings of this study suggest that illustrations possessing literal representation are more effective than illustrations
possessing analogical representation when the instructional function to be served is identification of properties of phenomenal
information, and that illustrations possessing analogical representation are more effective than illustrations possessing
literal representation when the instructional function to be served is clarification of nonphenomenal information.
Thus, this study is one of many needed to provide a comprehensive analysis of illustrations functioning as instructional supplements
to text. Until a thorough understanding of the relationship between attributes and functions of illustrations is achieved,
textbooks will in all probability continue to include illustrations which do not fulfill their instructional potential. 相似文献
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To test proposals regarding the hierarchical organization of adult attachment, this study examined developmental origins of generalized and romantic attachment representations and their concurrent associations with romantic functioning. Participants (N = 112) in a 35‐year prospective study completed the Adult Attachment Interview (AAI) and Current Relationship Interview (CRI). Two‐way analysis of variance tested interactive associations of AAI and CRI security with infant attachment, early parenting quality, preschool ego resiliency, adolescent friendship quality, and adult romantic functioning. Both representations were associated with earlier parenting and core attachment‐related romantic behavior, but romantic representations had distinctive links to ego resiliency and relationship‐specific romantic behaviors. Attachment representations were independent and did not interactively predict romantic functioning, suggesting that they confer somewhat distinctive benefits for romantic functioning. 相似文献
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Fred B. Bryant Helge Kastrup Maria Udo Nelda Hislop Rachel Shefner Jeffry Mallow 《Journal of Science Education and Technology》2013,22(4):432-448
Students’ attitudes and anxieties about science were measured by responses to two self-report questionnaires. The cohorts were Danish and American students at the upper secondary- and university-levels. Relationships between and among science attitudes, science anxiety, gender, and nationality were examined. Particular attention was paid to constructivist attitudes about science. These fell into at least three broad conceptual categories: Negativity of Science Toward the Individual, Subjective Construction of Knowledge, and Inherent Bias Against Women. Multigroup confirmatory factor analyses revealed that these dimensions of constructivist attitudes were equally applicable and had the same meaning in both cultures. Gender differences in mean levels of constructivist attitudes were found; these varied across the two cultures. Constructivist beliefs were associated with science anxiety, but in different ways for females and males, and for Danes and Americans. In agreement with earlier studies, females in both the US and Danish cohorts were significantly more science anxious than males, and the gender differences for the Americans were larger than those for the Danes. Findings are discussed in terms of their implications for reducing science anxiety by changing constructivist beliefs. 相似文献
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