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You Hye Sun Chacko Sonia Mary Kapila Vikram 《Journal of Science Education and Technology》2021,30(4):567-581
Journal of Science Education and Technology - This study describes a professional development (PD) program designed to support middle school teachers in effectively integrating robotics in science... 相似文献
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In exchange for a free physical examination, 116 minority group youths from inner-city middle schools in Texas consented to answer open-ended questions about their sexual behavior, contraceptive knowledge, and type and source of knowledge of sexuality. The students ranged in age from 12-15 years (mean age, 13 years); 27% were Hispanic and 73% were black. Sex education was not a part of the curriculum at the 4 schools from which respondents were drawn. When asked what sex meant to them, 37% of female adolescents and 23% of males indicated they did not know or it did not mean anything. Among remaining students, recreation was identified as the central meaning be males (23% of total), while females tended to cite romance (21% of total). Only 47% were able to list at least 1 question they had about sex; most common were questions about the morality of premarital intercourse and the experience of adolescent pregnancy and parenthood. 89% of females and 57% of males were able to name at least 1 contraceptive method, generally condoms (44%), abstinence (36%), and the pill (8%). Hispanic females named the highest number of contraceptive methods on average (2.2), followed by black females (1.9), Hispanic males (1.8), and black males (1.3). Among female adolescents, 53% listed their mother as their primary source of knowledge about sexual matters and 6% listed a friend. Among males, fathers (17%) and friends (17%) were the most frequent knowledge sources. The fact that these young adolescents view their parents as credible and approachable sources of information about sexuality suggests that school counselors should encourage such communication. aT the same time, the expressed need for more information on the moral aspects of sexuality indicates that values should be incorporated into any sex education program developed for this age group. 相似文献
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Stphane E. Collignon Josey Chacko Megan Wydick Martin 《Decision Sciences Journal of Innovative Education》2020,18(3):456-480
Management science professors who teach large classes often assess students with multiple‐choice questions (MCQs) because it is efficient. However, traditional MCQ formats are ill‐fitted for constructive feedback. We propose the reward for omission with confidence in knowledge (ROCK) format as an original formative assessment technique to help guide feedback associated with MCQs in an introductory undergraduate management science course. Our study contributes to theory by empirically showing that students can self‐assess their state of knowledge, signal it to the professor, and use proper answering options. In practice, ROCK is an easily implementable MCQ format that allows professors to gain information on student learning based on answers selected. ROCK identifies lack of knowledge or misinformation at both individual and collective levels thus providing opportunities for better feedback in class and during office hours. Limitations of the application of ROCK are also discussed. 相似文献
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Jazlin Ebenezer Sheela Chacko Osman Nafiz Kaya Satya Kiran Koya Devairakkam Luke Ebenezer 《科学教学研究杂志》2010,47(1):25-46
The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N = 33) in the experimental group achieved significantly higher scores (p < 0.001) than students in the control group (N = 35) taught by traditional teaching methods. Qualitative analysis of students' pre‐ and post‐teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre‐ to post‐teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre‐ to post‐teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 25–46, 2010 相似文献
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Mary Ann Chacko 《Multicultural Perspectives》2013,15(2):81-86
Bend It Like Beckham revolves around a middle-class, Indo-British, Sikh girl and her struggle to beat the odds to play professional football. Analyzing the film using postcolonial theories of diaspora helps reveal the limitations of an understanding of “culture” as homogenous and static. Implications for multicultural classrooms are discussed. 相似文献
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