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This article investigated how mathematic anxiety (MA) of Korean middle school students could be reduced by comparing analytically their cognitive neuroscience and questionnaire results. We developed a three-hour Complex Treatment Program (CTP) on quadratic functions for the study. In the summer of 2016, we collected data of the pre and post MA questionnaires by Mathematics Anxiety Scale for Students (MASS), the percent of correct answers (PCA) and reaction time (RT) by E-prime program, and also brain-imaging data of the event related potentials (ERP) by Electroencephalograph (EEG) using computer-based functional F-G model. The result indicated the CTP to be effective with the group with higher math anxiety and the group with higher achievement respectively. The MASS result was verified with the better performance of PCA on type G, which was measured by E-prime program. Some interesting patterns were revealed on brain-imaging data by EEG, indicating more brain activities with the MA groups. 相似文献
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Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students’ conceptual understanding and reasoning processes.This article describes the design process and potential for automated scoring of 2 forms of inquiry assessment: Energy Stories and MySystem. To design these assessments, we formed a partnership of teachers, discipline experts, researchers, technologists, and psychometricians to align curriculum, assessments, and rubrics. We illustrate how these items document middle school students’ reasoning about energy flow in life science. We used evidence from review by science teachers and experts in the discipline; classroom experiments; and psychometric analysis to validate the assessments, rubrics, and automated scoring. 相似文献
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Reading and Writing - In the original publication, the article title was incorrectly published. The correct title has been given with this Correction. 相似文献
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The continuing crisis in the supply and demand for high school physics and chemistry teachers has been documented by a series of national surveys. There is a need, however, to augment these surveys with accurate longitudinal data which identifies the age-specific variables of science teacher survival rates, incoming number of new teachers, and the rate at which science teachers change age cohorts. These three variables were used in a five year longitudinal study of all the physics and chemistry teachers in Kansas to project the need for teachers in 1985 and in 1990. The study indicated that the teachers 40 years and older comprised 33.5% of the physics/ chemistry teacher population in 1979–1980 and the percentage will steadily increase to 60.8 by 1990. The high turnover rate of science teachers 29 years old and younger is also contributing to the shortage of qualified physics and chemistry teachers. The cohort component population projection method outlined in this study is recommended for use in other states to document the age specific characteristics of the science teacher population. 相似文献
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Reading and Writing - A growing body of research has highlighted the important role attitudes play for adolescent readers, but few have examined differences in attitudes across purposes and... 相似文献
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Carefully scaffolded dynamic visualizations have potential to promote science learning for all students, including English language learners (ELLs) who are often underserved in mainstream science classrooms, but little is known about how to design effective scaffolding to support such diverse students' learning with dynamic visualizations. This study investigated how two forms of scaffolding embedded in dynamic visualizations, expert guidance and generating guidance, can foster ELLs' and non-ELLs' understanding of unobservable scientific phenomena. While interacting with dynamic visualizations, students in the expert guidance condition were provided with scientifically accurate explanations to interpret visual representations, whereas students in the generating guidance condition were prompted to generate their own explanations using visual representations. The results show the significant advantage of generating guidance over expert guidance for both ELLs and non-ELLs, although students in the generating guidance condition did not receive feedback on their generated artifacts. Analyses of video data and log data from 40 pairs revealed that each form of scaffolding affected the quantity and quality of linguistically diverse students' conversations. The results show that generating guidance enabled students, particularly ELLs, to engage in discourse-rich practices to evaluate various sources of evidence from the visualization and compare the evidence to their alternative ideas to develop a coherent understanding of the target concepts. This study shows the unique benefits of generating guidance as an effective strategy to support linguistically diverse students' science learning with dynamic visualizations. 相似文献