The Importance of Teaching and Learning Nature of Science in the Early Childhood Years   总被引：1，自引：0，他引：1  

Valarie L. Akerson  Gayle A. Buck  Lisa A. Donnelly  Vanashri Nargund-Joshi  Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549

Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings. How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban, and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature, debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction. There were also several differences evident across contexts, and across grade levels. However, it is clear that students as young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed through school.  相似文献   

Trials to criteria for hydrostatic weighing at residual volume   总被引：1，自引：0，他引：1  

D Bonge  J E Donnelly 《Research quarterly for exercise and sport》1989,60(2):176-179

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The criterion of “relevance” in the support of research in the social sciences: 1965–1985     

Cyril S. Smith  Otto N. Larsen 《Minerva》1989,27(4):461-482

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Early childhood teachers' views of nature of science: The influence of intellectual levels,cultural values,and explicit reflective teaching     

Valarie L. Akerson  Cary A. Buzzelli  Lisa A. Donnelly 《科学教学研究杂志》2008,45(6):748-770

This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008  相似文献   

Teacher education for inclusion in Europe     

Verity Donnelly  Amanda Watkins 《Prospects》2011,41(3):341-353

Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion.  相似文献   

Validation of MET estimates and step measurement using the ActivPAL physical activity logger     

Harrington DM  Welk GJ  Donnelly AE 《Journal of sports sciences》2011,29(6):627-633

The purpose of this study was to determine the validity of the metabolic equivalent (MET) equation and step rate function of the ActivPAL? physical activity logger in a group of females. Using a standard treadmill protocol, 62 females aged 15-25 years walked on a treadmill at speeds between 3.2 and 7.0 km · h(-1) while wearing an ActivPAL. Oxygen consumption was measured using expired gas analysis at each speed and METs for each speed were estimated based on each participant's own resting metabolic rate. A sub-set of 18 participants also wore an Actigraph. Results showed that the in-built equation in the ActivPAL significantly underestimated (P < 0.001) METs under treadmill conditions at higher intensities. The ActivPAL equation is based on step rate yet the relationship between counts and measured METs (r = 0.76; P < 0.001) is stronger than that between steps and measured METs (r = 0.59; P < 0.001). Both the ActivPAL and Actigraph step functions showed no significant difference (P > 0.05) to video recorded step rate except at the slowest walking speed where the Actigraph significantly underestimated steps (P < 0.05). The development of a new equation based on the counts-METs relationship that includes a variety of speeds and activities would be useful. The ActivPAL step function performs better than the Actigraph at the slowest walking speed under treadmill conditions.  相似文献   

Continuous Assessment and Staff Development     

James Donnelly 《School Leadership & Management》2013,33(1):35-37

This article examines the nature of choice that is inherent in delegated forms of school finance. While it is often assumed that choosing between the cost of undertaking one activity and the cost of another is a rational activity, the author puts forward the view that both the nature of cost and choice are subjective. As a result, management attention should be given not only to the mechanics of the process but also the subjective nature of ‘choice influencing’ factors if efficiency in resource use is to be achieved.  相似文献   

Executive functioning during prolonged exercise: a fatigue-based neurocognitive perspective     

Cyril Schmit  Jeanick Brisswalter 《International review of sport and exercise psychology》2020,13(1):21-39

ABSTRACT

Despite emotional, technical and endurance implications for athletes’ performance, a consensus has yet to be reached to explain the impairment of executive functioning during exercise. In particular, recent research challenges the original assumption of a linear dose–response effect of exercise intensity on cerebral physiology and executive functioning. We propose a fatigue-based neurocognitive perspective of executive functioning during prolonged exercise, suggesting that top-down (cognitive and physical efforts) and bottom-up processes (body sensations) act in parallel of arousing mechanisms to determine cognitive outcomes. In this perspective, executive functioning during prolonged exercise would be dynamical rather than steady (i.e. positively then negatively impacted by exercise) and would be to analyse in regards of exercise termination rather than of exercise intensity.  相似文献   

The New Left,the new class and socialism [1]     

Cyril Levitt 《Higher Education》1979,8(6):641-655

The New Left of the sixties has been eulogized in the mass media in recent years. Former activists have entered specific employment areas associated with the public sector, although many have retained a political commitment consonant with their previous activities and beliefs. Using interview data gathered in Canada, the Federal Republic of Germany and the United States in 1977 and 1978, the author analyzes the nature and trajectory of the New Left. He finds that the ambivalent character of the movement was an expression of the relations of a specific generation of learners to the deterioration of the condition of intellectual labor in society.The author wishes to thank the Canada Council and the Social Sciences and Humanities Research Council for generously supporting the research.  相似文献   

Scholastic achievement, academic self-schemata, and normative clearsightedness     

Cyril Tarquinio  Alain Somat 《European Journal of Psychology of Education - EJPE》2001,16(1):117-129

This study based directly on Markus’s (1977) paradigm demonstrates the greater prevalence of an academic success self-schema in high academic achievers and of an academic failure self-schema in low academic achievers. The results also suggest that this achievementbased schema is modulated by clearsightedness (Py & Somat, 1991) in both good and poor students. Because more clearsighted individuals are probably better able to assess the arbitrariness of the reinforcement systems applied to their performance, they do not build the same schemata as less clearsighted individuals do.  相似文献