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Wu Jue Atit Kinnari Ramey Kay E. Flanagan-Hall Grace Ann Vondracek Mark Jona Kemi Uttal David H. 《Journal of Science Education and Technology》2021,30(4):529-538
Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.
相似文献3.
Frances A. Campbell Barbara H. Wasik Elizabeth Pungello Margaret Burchinal Oscar Barbarin Kirsten Kainz Joseph J. Sparling Craig T. Ramey 《Early childhood research quarterly》2008
Adult benefits for participants in Project CARE were compared with those of the Abecedarian Project, a closely related randomized study of early childhood educational intervention for children from low-income families who were at risk of developmental delays and school failure. CARE replicated Abecedarian's young adult treatment-related educational and vocational attainment gains. CARE data also supported the Abecedarian reduction in marijuana use. Treated individuals in both studies reported adopting a more active life style. The average age at birth of a first child, the number of children, and the proportion of teen parents were positively affected in the Abecedarian sample but not in CARE. Finding significant educational and vocational gains lasting into young adulthood in the CARE study reinforces Abecedarian young adult findings and strengthens the case for early childhood intervention for children from low-income families. 相似文献
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Linda Ramey‐Gassert 《International Journal of Science Education》2013,35(8):903-912
Providing learning environments that are motivating for female students and male students alike is a challenge for science educators. This overview of the research conducted in science museums provides initial insights into informal educational settings that allow female visitors to have experiences which foster development of science interest and learning. The discussion of the influence of gender on learning experiences in informal science environments raises questions and calls for further research and more comprehensive reporting of research results. Findings related to gender‐equitable learning in settings such as science museums would be beneficial and extend the present knowledge base in science education. 相似文献
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Longitudinal observations of maternal and infant characteristics were used to investigate the consequences of early day-care intervention for infants at high risk for intellectual retardation due to sociocultural factors. High-risk infants and their mothers were compared on social and intellectual characteristics with a control group not enrolled in an intervention program and with a random sample of mother-child dyads from the general population. Results from group comparisons indicated that mothers of high-risk infants in a day-care intervention group interacted with their infants in ways quite similar to mother of high-risk infants who were not enrolled in the intervention program. Both high-risk groups differed from the general population of mothers on interaction and attitudinal measures. Changes across time on the measures taken were roughly parallel from all three groups. Multiple regression analyses using maternal variables and mother-infant interactional variables to predict 36-month Stanford-Binet scores for the high-risk samples indicated that children's intelligence was predictable from previous maternal behaviors and attitudes, particularly for the control group, and that early day-care intervention apparently had altered the predictiveness of some maternal factors. 相似文献
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Effects of Early Intervention on Intellectual and Academic Achievement: A Follow-up Study of Children from Low-Income Families 总被引：8，自引：1，他引：8
Follow-up data, obtained 4–7 years after intervention ended, are presented for the Carolina Abecedarian Project, an experimental study of early childhood educational intervention for children from poverty families. Subjects were randomly assigned to 1 of 4 intervention conditions: educational treatment from infancy through 3 years in public school (up to age 8); preschool treatment only (infancy to age 5); primary school treatment only (age 5–8 years), or an untreated control group. Positive effects of preschool treatment on intellectual development and academic achievement were maintained through age 12. School-age treatment alone was less effective. Results generally supported an intensity hypothesis in that scores on cognitive and academic achievement measures increased as duration of treatment increased. 相似文献
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We suggest that the assessment of intelligence (a) ought to be tied to measuring basic cognitive components (as opposed to more heterogeneous tasks found on IQ tests and developmental scales); (b) be "contextualized"; and (c) be embedded in developmental theory, unlike current psychometric approaches. As a first step toward thinking about the contextual nature and the developmental course of intelligence, we propose that infants and young children be assessed on four basic information-procesing components that appear to be involved in higher level thinking and reasoning (concept formation, rudimentary counting, visual expectancy, and long-term memory), and that they be followed over time on variants of these measures in order to gain information about rate and quality. 相似文献
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Barbara Hanna Wasik Craig T. Ramey Donna M. Bryant Joseph J. Sparling 《Child development》1990,61(6):1682-1696
65 families with children at risk for cognitive difficulties were randomly assigned at the time of the child's birth to 1 of 3 groups, 2 intervention and 1 control. For the most intensive intervention group, family education was combined with a center-based educational day-care program; the less intensive intervention group received the home-based family education program only. To assess the cognitive performance of children, The Bayley Scales of Infant Development were administered at 6, 12, and 18 months; the Stanford-Binet Intelligence Test at 24, 36, and 48 months; and the McCarthy Scales of Children's Abilities at 30, 42, and 54 months. On each test after the 6-month assessment, scores of children in the educational day-care plus family support group were greater than those in the other 2 groups. No cognitive intervention effects were obtained for the family education group. Group effects were not obtained for measures of either the quality of the home environment or parent attention. 相似文献
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