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1.
Logical connectives are words or phrases which serve as links between sentences, or between propositions within a sentence,
or between a proposition and a concept. The Logical Connectives in Science Project has identified about 200 such terms commonly
use in school science text material, and has prepared over a thousand test items in order to measure secondary school students’
comprehension of these terms. The primary aim of the research is to identify students’ specific difficulties; a secondary
aim is to explore the relationships between students’ ability to comprehend logical connectives and other variables of interest
to educational researchers.
The research is still in progress; the present paper reports on recent work in four areas: (1) early findings on pupils’ difficulties
with logical connectives, based on data obtained from the trial testing of the items; (2) the relationship between logical
connective ability (LCA) and socio-economic status (SES); (3) the relationship between LCA and cognitive preferences; and
(4) the relationship between LCA and attitudes to a textbook (PSSC Physics) which makes extensive use of a wide range of logical
connectives. Significant correlations were found between LCA and SES; however, LCA was found to be uncorrelated with either
cognitive preferences or with attitudes to the PSSC text. 相似文献
2.
M. Ikhwan Maulana Haeruddin David Pick Htwe Htwe Thein 《Higher Education Quarterly》2020,74(3):257-272
The aim of this study is to explore women academic's identity work in the context of the Global South (Indonesia). This is done by examining how the interplay between macro‐level social, cultural and political influences and micro‐processes produce moments of compliance and resistance. To this end, the following research question is posed: What is the nature of identity work among women academics in higher education institutions of the Global South where there are shifting and conflicting social and cultural conditions? This study contributes by illuminating the ways in which women comply with or resist traditional and contemporary organisational and occupational structures that produce gender inequality. It also contributes to understanding how the interplay of power and resistance influences women's academic identity work in developing nations. 相似文献
3.
通过第3代谱数值波浪模型(Simulating Wave Nearshore, SWAN)预测和估计波浪特性.数值模拟选取2个区域,首先计算85°E ~100°E, 8°N~22°N的大区域,网格数181×169,精度为0.05′×0.05′,然后计算94°E ~98°E, 15°N~18°N的小区域,网格数为49×37,精度为0.05′×0.05′,后者嵌套在前者中.仰光港作为缅甸主要的贸易中心,位于嵌套区域.大区域的SWAN运行结果为小区域计算提供边界条件. 相似文献
4.
Assessing the Correlates of Over- and Underrating of Academic Competence: A Conceptual Clarification and a Methodological Proposal 总被引：1，自引：0，他引：1
Avi Assor Joseph Tzelgov Roman Thein Barbara C. Ilardi James P. Connell 《Child development》1990,61(6):2085-2097
The present article addresses 3 issues pertaining to the conceptualization and assessment of the effects of over- and underrating academic competence. First, it is shown that it is impossible to separate the effects of over- and underrating from the effects of both perceived and actual competence. Second, it is shown that the method used by Connell and Ilardi in a previous article to assess the effect of net overversus underrating is of questionable validity. Finally, a new definition and method for assessing the effects of over- and underrating is presented. The new method was applied to Connell and Ilardi's data to retest the hypothesis that overrating is associated with more problematic psychological profiles than accuracy and underrating. Results did not generally support the hypothesis, but did show that the correlates of over- and underrating vary as a function of both extremity of over- or underrating and the level of children's actual competence. 相似文献
5.
Myint?Swe?Khine Barry?J.?FraserEmail author Ernest?Afari Zeya?Oo Thein?Thein?Kyaw 《Learning Environments Research》2018,21(1):135-152
We investigated students’ perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory factor analysis supported the reliability and factorial validity of the Myanmar version of the WIHIC. The constructs of the WIHIC were significantly correlated, but gender differences were not detected in correlations between WIHIC scales. Future research is needed to see if our Myanmar version of the WIHIC fits other samples in schools and universities in this context. It is also suggested that future studies include measures of student attitudes and academic achievement to permit investigation of associations between the learning environment and student outcomes in this country. 相似文献
6.
Marcia S. Marx Pamela Hubbard Jiska Cohen-Mansfield Maha Dakheel-Ali Khin Thein 《Educational gerontology》2013,39(4):263-271
ABSTRACT The impact of traditional activities (e.g., playing board games) were compared with community-service activities (e.g., making first aid kits for a homeless shelter) during a monthly intergenerational visiting program. The participating seniors (n = 19) gave high ratings to both types of activities. However, they felt that they had helped others more during the community-service activities, and they expressed greater interest in community-service activities for future intergenerational visits. Intergenerational programs should be supported by the public as well as by funding agencies, as these have great potential for benefiting not only the participants but also others in the community. 相似文献
7.
Amanda Haertling Thein DeAnn Long Sloan 《Changing English: An International Journal of English Teaching》2012,19(3):313-324
This paper aims to problematize perspective-taking – an instructional practice widely thought to be useful in helping students develop the ability to better understand their own worlds and the worlds of others in multicultural texts. We provide examples that illustrate difficulties discovered in implementing a perspective-taking approach to teaching multicultural texts across three diverse classrooms. Specifically, these examples suggest that perspective-taking was perceived by students to be a rhetorical strategy that their teachers wanted them to acquire in the interests of persuasion, politeness, political correctness and uncritical tolerance. Through discussion of these examples this paper argues that in order for perspective-taking to be a valuable instructional strategy for teaching multicultural texts it must be grounded in a larger effort towards an ethical approach to response to multicultural texts – an effort by which teachers encourage ownership of initial responses, genuine and continual consideration of conflicting views, and a positioning of one's response in relation to those of others. 相似文献
8.
9.
Dominic M. Dwyer Hannah L. Pincham Thida Thein Justin A. Harris 《Learning & behavior》2009,37(4):305-310
Learned flavor preferences can be strikingly persistent in the face of behavioral extinction. Harris, Shand, Carroll, and
Westbrook (2004) suggested that this persistence may be due to flavor preference conditioning’s producing a long-lasting change
in the hedonic response to the conditioned stimulus (CS+) flavor. In the present study, the CS+ flavor was presented in simultaneous
compound with 16% sucrose, whereas the CS− flavor was presented with 2% sucrose. During subsequent two- and one-bottle tests,
the CS+ and CS− flavors were presented in 2% sucrose. Hedonic reactions during training and test were assessed using an analysis
of the microstructure of licking behavior. Conditioning resulted in greater consumption of the CS+ than of the CS− that did
not extinguish over repeated two- and one-bottle tests. The mean lick cluster size was higher for the CS+ than for the CS−
only on the first cycle of tests. Since lick cluster size can be used as an index of stimulus palatability, the present results
indicate that although the hedonic reaction to the CSs did change, this was not maintained across repeated tests. Thus, changes
in the hedonic response to the conditioned flavors cannot explain the resistance to the extinction of learned flavor preferences. 相似文献
10.
Asia Pacific Education Review - This paper examines social justice in relation to the Myanmar education system, from the perspective of participation in decision-making; the social background of... 相似文献