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John Clement David E. Brown Aletta Zietsman 《International Journal of Science Education》2013,35(5):554-565
This study begins the task of mapping out the domain of valid, potentially helpful beliefs of students and raises the possibility of drawing on these intuitions in teaching conceptual material. Some issues are explored surrounding the identification of such intuitions, referred to as anchoring conceptions or anchors. We attempt to: (1) propose some organizing theoretical and observational definitions of the anchor construct; (2) present some initial findings from a diagnostic test designed to uncover anchors for physics instruction; and (3) provoke an initial discussion of the new methodological issues that arise in this domain. The results of the diagnostic test indicate that a number of group anchors exist. In addition, some unexpected non‐anchors were identified. Furthermore, evidence was found indicating that some anchoring examples may be ‘brittle’, i.e., evidence that the anchor could not be extended analogically to help a student make sense of a target situation. Finally, it is suggested that further research is needed to construct a theory of anchoring conceptions that would, for example, specify what characteristics would indicate that an anchoring conception can provide the basis for conceptual change via analogical extension. 相似文献
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The concern with the disadvantaged student as a specific educational problem is relatively recent in South Africa. This paper deals with a proposed admission policy aimed at positive action - the removal of past discrimination without reference to race, class or creed. The proposed dual admittance system is described and compared with the New Zealand accrediting system, another dual admittance system. Results from an empirical study with regard to the proposed system, are presented. The study was conducted at the University of the Witwatersrand, Johannesburg and the findings indicate that the dual admission system does discern students who are talented, but disadvantaged. Finally, some advantages of the system are discussed. 相似文献
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AbstractAlthough exercise training is unable to improve obesity-associated decreases in left ventricular (LV) diastolic function, as assessed using chamber function measurements, the effects on LV diastolic myocardial function, as assessed using tissue Doppler imaging (TDI), are uncertain. In 32 overweight (n = 11) or obese (n = 21), sedentary or recreationally active men and women (30–57 years), we assessed the effects of 6 weeks of exercise training either preceded (n = 16) or followed (n = 16) by a 6-week control period on TDI indices of LV diastolic function (e', e'/a' and E/e') (echocardiography). Diastolic function at baseline was comparable to that noted in overweight and obese participants from a community sample (n = 245), and 56% (n = 18) had e' values below the lower 95% CI of a lean and healthy cohort (n = 60) of the community sample. Exercise training increased peak oxygen consumption (27.4 ± 4.9 to 29.4 ± 5.8 mL · kg–1 · min–1, P = 0.0001), but had no effect on body mass index (P = 0.99). No changes in TDI indices of diastolic function were observed after exercise training in all the participants (e': P = 0.74, a': P = 0.98, e'/a': P = 0.85, E/e': P = 0.26), participants with abnormal e' values (n = 18)(e': P = 0.99, a': P = 0.96, e'/a': P = 0.91, E/e': P = 0.97) or obese participants (n = 21)(e': P = 0.67, a': P = 1.00, e'/a': P = 0.78, E/e': P = 0.11). In conclusion, exercise training, despite increasing cardiorespiratory fitness, is unable to improve obesity-associated decreases in LV diastolic myocardial function. 相似文献
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Aletta Grisay 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(1):25-39
A survey of achievement in primary education in the Ivory Coast shows that the results of girls are inferior to those of boys in all subjects and at all levels of schooling. Concerning the learning of French (the language of instruction in the Ivory Coast), the situation differs from that observed in a number of industrialised countries, where the performance of girls is generally superior to that of boys in subjects linked to language learning. On the other hand, it conforms to the situation observed in other developing countries, where boys most frequently show superior results. This pattern of results suggests that the differences in achievement between the sexes are of a cultural origin. Analysis of factors associated with these differences in the Ivory Coast seems to confirm this hypothesis: -First, society in the Ivory Coast attaches less importance to the educational achievements of girls than of boys. Girls go to school less often than boys or leave school more readily than boys. They less often express the desire to continue their studies beyond the primary school. -Secondly, girls leave the circle of female members of the family (mother, aunts) less and have fewer opportunities to speak French outside school than boys. The latter speak more French ‘with their father’ (who himself is more likely to have been at school than the mother) or with ‘their friends in the street’. -Finally, the education which girls receive, itself imposes a certain reserve (not to speak too much, not to make oneself stand out) which generates a passive attitude in class: girls begin to speak less, make fewer voluntary contributions, ask fewer questions and are more often reckoned to be ‘timid’ by their teachers. In classrooms in the Ivory Coast, where education is highly ‘oral’, this expresses itself in a probably significant reduction of girls’ ‘actual time of involvement in learning’ (time-on-task). 相似文献
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Traditionally, experiments on social learning (in both humans and nonhumans) involve dyads, with an experimenter or experimenter-trained
conspecific serving as the demonstrator and the participant as the observer. But social learning in nature often involves
multiple potential models, and the models themselves were once learners. We discuss our studies of social learning by adult
humans in interactive group settings in the absence of formal demonstrations by experimenters, which tracked transmission
over multiple learner generations. In these experiments, we found evidence for cumulative learning over generations. This
has allowed us to manipulate learning conditions in order to test hypotheses regarding the necessary conditions for cumulative
culture. We also report results from a further experiment using similar methods, which compared conditions of varying cohort
size. Participants were given the task to build a paper airplane to fly as far as possible. Contrary to expectations, there
was no advantage for larger cohort sizes, in terms of the cumulative effects observed. 相似文献
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This article describes an investigation into the effects of instruction using microcomputer simulations and conceptual change strategies. The microcomputer program was designed in accord with a model of conceptual change to diagnose and remediate an alternative conception of velocity. Results show that, first, the microcomputer simulations are credible representations of reality, and second, that the remedial part of the program produced significant conceptual change in students holding the alternative conception. 相似文献
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Many tertiary institutions in South Africa have implemented schemes to help redress the unfair school educational system.
This paper describes one such initiative to increase access and success of educationally disadvantaged students in science.
The background of the College of Science and the success of its first intake of students is described with an emphasis on
the physics component of the physical sciences course. Sixty six percent of the students passed all three courses in their
first year with the most educationally disadvantaged showing the greatest gains.
Specializations: physics education, language and communication. in science.
Specializations: meta-cognition and conceptual development in physics, qualitative research in physics education. 相似文献
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