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Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献
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Robert A. Reiser Marcy P. Driscoll Dale S. Farland Adriana Vergara Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38
The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in
a course in which mastery learning strategies were employed.
Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in
which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90%
to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion
(90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance.
Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when
examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria
should be set. 相似文献
3.
Robert A. Reiser Marcy P. Driscoll Adriana Vergara 《Educational technology research and development : ETR & D》1987,35(4):195-202
This study examined whether the criteria for mastering unit quizzes in a mastery-oriented course should increase, decrease,
or remain fixed across units. Subjects were randomly assigned to one of three treatments, one in which mastery criteria on
unit quizzes gradually increased, a second in which mastery criteria gradually decreased, and a third in which mastery criteria
remained fixed. Results indicated that students in the fixed criterion condition proceeded through the course at the steadiest
pace and performed better than the other students on the unit quizzes they mastered. In addition, the vast majority of subjects
indicated that they preferred the fixed criterion condition. These results strengthen the notion that the level of performance
expected of students in a mastery-oriented course should not vary across units. 相似文献
4.
Claudia E. Vergara Mark Urban-Lurain Henry Campa III Kendra S. Cheruvelil Diane Ebert-May Cori Fata-Hartley Kevin Johnston 《Innovative Higher Education》2014,39(2):93-107
Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional development model designed to prepare the future faculty to integrate the multiple components of academic careers. The program emphasizes the study and application of effective teaching practices centered on student learning and assessment and expectations for faculty careers. We describe the impact of the program on its participants. 相似文献
5.
Ximena Soza Vergara 《Educational Studies A Journal of the American Educational Studies Association》2015,51(5):351-367
In this article we discuss the experience of the Institute Ilíberis, a public high school in a small town in Granada, Spain, that has been engaged in innovative ways of teaching. Located in Atarfe, one of the few rural Spanish municipalities with expanding, rather than shrinking demographics, in the last 2 decades the Institute Ilíberis has experienced the challenges of educating for democracy with an increasing diverse student body. This article focuses on the innovative and committed response of the entire school to address these challenges. By looking at the programs that the school prioritized in the articulation of this response, our article attempts to highlight an unorthodox Spanish school that has been successful in educating all of their students, respecting their ethnic and religious values while encouraging the students to do the same with their peers. 相似文献
6.
Hernán Cofré Claudia Vergara Norman G. Lederman Judith S. Lederman David Santibáñez Javier Jiménez Macarena Yancovic 《Journal of Science Teacher Education》2014,25(7):759-783
Understanding nature of science (NOS) is considered critical to the development of students’ scientific literacy. However, various studies have shown that a large number of elementary and secondary science teachers do not possess an adequate understanding of NOS. This study investigated how elementary teachers’ understanding of NOS was impacted through a 1-year professional development program in Chile that included NOS instruction as a theme throughout two types of mini-courses in the program. Twelve teachers attended a 1-year development program focused on improving teacher content knowledge and included the instruction of NOS embedded in two self-contained NOS mini-courses (36 h) and two lessons (3 h each) within five science content mini-courses (30 h). The Views of NOS (version D+) questionnaire and interviews were used to assess teachers’ understanding of NOS at the beginning (January) and end of the program (December). Elementary teachers’ understanding of the creative, inferential, and tentative aspect of NOS showed improvement. According to the teachers’ perceptions, the most significant activities for improving their NOS understanding were decontextualized activities in both types of mini-courses (self-contained NOS and science content mini-courses). The implications for professional development programs are also discussed. 相似文献
7.
Contributions of print exposure to first and second grade oral language and reading in Chile 
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下载免费PDF全文 Katherine Strasser Daniela Vergara M. Francisca del Río 《Journal of Research in Reading》2017,40(Z1):S87-S106
This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediated by language and word reading skills. Two‐hundred and eighty one children (mean age 6.55 years) participated. Print exposure was measured with a book‐cover recognition task in first grade, and outcomes were measured both in first and second grade. Print exposure had direct effects on all outcomes in first grade and indirect effects in second grade. Effects on first grade reading comprehension were partially mediated by listening comprehension and word reading, but not vocabulary. We discuss the importance of the findings for improving reading comprehension in countries with low access to books. 相似文献
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9.
Grupo de Vergara 《Infancia y Aprendizaje》2013,36(6):83-89
RESUMENCon la creación del plan de servicios educativos en la comarca del Deva (Guipúzcoa) se pretende dar respuesta a las múltiples necesidades educativas de la población escolar, especialmente aquellos que presentan dificultades de relación con su medio familiar, escolar o social. Asimismo se pretende realizar una labor educativa preventiva, investigadora y divulgativa con el fin de impulsar el cambio educativo y mejorar la calidad de la educación. El plan comprende cuatro áreas principales: de orientación y diagnóstico, de reeducación psicomotriz, de lenguaje y visual. El plan es controlado y gestionado comunitariamente por ayuntamientos, asociaciones y entidades educativas. Tras un año de vida ha supuesto una importante inversión para la comarca, tanto a nivel económico como de personal cualificado. 相似文献
10.
Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom 总被引：1，自引：1，他引：0
Katherine Strasser Susana Mendive Daniela Vergara Michelle Darricades 《Early education and development》2018,29(1):104-124
Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers’ use of language and on children’s language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they offered children. Research personnel used the checklists to elaborate a monthly summary of the language opportunities offered to each child in that month and discussed this information with teachers. Results revealed a significant advantage for intervention teachers in frequency of book readings and word discussions but not on children’s language growth. Dosage analyses showed that children identified by the self-monitoring device as receiving more language-learning opportunities improved significantly more from beginning to end of the school year in receptive vocabulary. Practice or Policy: Contextual barriers such as large numbers of children and unawareness of the impact of some language interactions can prevent teachers from engaging in important practices. Reminding teachers of the importance of those practices and helping them monitor their frequency may be a low-cost way of improving language opportunities for children in contexts where more intensive professional development is not possible. 相似文献