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O. Andreani Dentici M. G. Grossi L. Borghi A. De Ambrosis C. I. Massara 《International Journal of Science Education》2013,35(3):235-243
Graphs of real-time experiments are useful tools in science education; their intrinsic features allow innovative didactic approaches. The use of such images is spreading and is likely to become common classroom practice. This paper describes a study in which secondary school students were called upon to read and interpret documents containing images of real-time kinematics graphs specially designed to address common learning problems and to minimize iconic difficulties. Both novice students and those with a little experience of real-time experiments were involved. The overall didactic intentions of the presented documents were fulfilled. Some reading difficulties related to specific features were detected and are discussed. Suggestions are made regarding the acquisition of some specific capabilities that are needed to avoid misinterpreting these images and are of transversal value across several contexts. Finally, some implications for teacher training and class activities are discussed. 相似文献
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This study investigates whether university students’ epistemic beliefs and prior knowledge about controversial socioscientific issues (SSIs) can predict the different types of arguments that students construct. Two hundred forty-three university students were asked to construct different types of supportive arguments—social, ethical, economic, scientific, ecological—as well as counterarguments and rebuttals after they had read a scenario on a SSI. Participants’ epistemic beliefs and prior knowledge were assessed separately. Results showed that students’ epistemic beliefs and prior knowledge predicted the quantity, quality, and diversity of the different types of arguments the students constructed. In particular, students who held sophisticated epistemic beliefs about the structure of knowledge and exhibited relatively more robust prior knowledge scores, produced arguments of greater quantity, better quality, and higher diversity than students with less sophisticated epistemic beliefs and low prior knowledge scores. Educational implications are discussed. 相似文献
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In a population of 1141 students attending the last year of secondary school (age 17‐19) in three towns of North, Central and South Italy, who were tested using four ability tests, we studied responses to six moral dilemmas, comparing subjects of low, average and high ability by means of analysis of variance and cluster analysis. Two groups of very high (5 percent of the total sample) and extremely high (2 percent) students were individually interviewed in order to explore the motivation for their choices. The gifted showed, as expected, more responses at the formal level (greater choice of items concerning general and abstract principles, greater support for law and social contracts, more coherence), but in the average and lowest groups we found a more sentimental, humanitarian orientation, with a sympathetic attitude towards other people's feelings, which can constitute the base for a more intuitive, but not inferior morality. 相似文献
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Qrnella Dentici Andreani 《High Ability Studies》1995,6(2):220-225
An appropriate model of intrinsic motivation can explain the traits of creative people described in psychobiographic research and in recent models of creative thinking as need for novelty, curiosity, task commitment, and persistence. The roots of intrinsic motivation are the need to know and the need to achieve. The first has been described by Berlyne as “primary motivation” and finds theoretical support in the model of equilibrium and disequilibrium of Piaget. The second has been reformulated in the model of self‐regulation of motivation and action by Bandura, which shows the effect of perceived self‐efficacy for constructing control of strategies, actions and choice of challenging goals. These models based on experimental research permit good comprehension of the relationship between high ability, performance, knowledge and motivation. 相似文献
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