Incommensurability and Multiple Models: Representations of the Structure of Matter in Undergraduate Chemistry Students

The notion of incommensurability has provided a rationality criterion for the development of scientific theories, as well as some insight into theories developed by students while learning science. However, the relationship between the multiple models held by students and incommensurability requires further discussion. We present the results of empirical work that investigated the multiple models of the structure of the matter held by university students and we analyze these results using the notion of incommensurability. We also point out implications in the construction of students’ scientific models as they move forward in their careers.     

Tracing Young Children's Scientific Reasoning

This paper explores the scientific reasoning of 14 children across their first two years of primary school. Children's view of experimentation, their approach to exploration, and their negotiation of competing knowledge claims, are interpreted in terms of categories of epistemological reasoning. Children's epistemological reasoning is distinguished from their ability to control variables. While individual children differ substantially, they show a relatively steady growth in their reasoning, with some contextual variation. A number of these children are reasoning at a level well in advance of curriculum expectations, and it is argued that current recommended practice in primary science needs to be rethought. The data is used to explore the relationship between reasoning and knowledge, and to argue that the generation and exploration of ideas must be the key driver of scientific activity in the primary school.     

非言语学习困难青少年空间和非空间关系推理策略分析

目的:探讨非言语学习困难青少年二维空间和非空间关系推理策略。方法:从初中二年级选取三组被试:非言语学习困难组(简称NLD)、言语学习困难组(简称VLD)和一般组(简称C)。结果:(1)NLD组空间关系推理成绩显著低于一般组;(2)在空间关系推理中,两类单模题推理成绩显著高于双模题。在非空间关系推理中,有无关前提的题推理成绩显著高于没有无关前提的题;(3)一般组正确运用模型建构策略显著高于NLD和VLD组。结论:NLD青少年通过建构模型解决空间关系推理,但不能有效运用该策略,非空间关系推理则采用逻辑规则策略。     

以学生为主线的遗传学教学模式构建

遗传学是一门综合性学科,随着高等教育改革的深入,其课程体系和教学内容也不断深化改革。文章阐述了在生物技术、生物科学专业遗传学精品课程建设中的思路和实践,围绕在教学中始终树立“以学生为本”的教学理念,提出了兴趣教学法、利用现代教育技术以及实验教学等方面的改革,探讨了遗传学教学改革的一些新思路和具体实践。     

University Education and Deliberation: In Defence of Practical Reasoning

In this article I argue that the use of practical reasoning in university classrooms is necessary to establish conditions under which university teachers and students can move beyond the dominant “transmission mode” of education (teaching and learning). This mode of education had been, and in many cases remains to be prevalent in several (South African) university classrooms. I argue what it could mean for university teachers and students to reason together with one another in classroom practices. Central to reasoning together is the idea of deliberation which provides opportunities for teachers and students to experience “intelligent action” (Biesta 2004a) that could enhance educational problem solving in (and beyond) university classrooms.     

促进深度学习的教学推理:实践逻辑与策略选择

学生的深度学习是以学生的知识理解与运用为价值取向,以培养学生的高阶思维能力和问题解决能力为目标的一种学习。但知识论证不充足、知识点状分布、绝对真理知识观等表层知识教学已偏离了学习的本质及价值,产生了知识教学阻滞深度学习的困局。教学推理是教师根据已知教学条件及个体情境认知,确定问题并生成教学策略的连续性思维活动。它克服了以往僵化的教学方式,为促进深度学习提供可能逻辑。其中,学科知识逻辑能促进学习触及知识的意义世界,学生经验逻辑能促进学习进入学生的心灵世界,实践自为逻辑能促进学习关联自我的生活世界。最后,促进深度学习的教学推理策略应着力于以"批判与交融"为取向的教学理解,形成以"联结与转化"为纽带的教学逻辑,开展以"假设与证据"为核心的课堂论证教学,创设以"推断与评估"为特质的教学情境。     

多媒体学习的认知体系

本文对主要的认知体系进行了概述,据此可以形成多媒体教学设计的理论基础.这些认知体系包括对记忆存储、记忆编码以及认知操作的描述.与多媒体学习相关的认知体系有Paivio的双重编码理论、Baddeley的工作记忆模型、Engelkamp的多模块理论、Sweller的认知负荷理论、Mayer的多媒体学习理论以及Nathan的动画理论.本文重点讨论传统研究和教学应用之间的交互作用,教学应用主要涉及如何增加回忆率、减少干扰、降低认知负荷以及加强理解等方面.得出的初步结论是:虽然各自有所侧重,不同的理论之间仍有一些共性;这些模型中缺乏对学习者多元编码整合作用的研究;在心理模拟足够的情况下并不需要动画教学;动作必须有意义才能有效果;多模块教学比单个不同的特定模块更加有效.     

Improving Students’ Diagram Comprehension with Classroom Instruction

The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion–based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1 experienced teacher to deliver COD to two 10th-grade biology classes (n = 31) and compared gains in diagram comprehension from COD to those from a business-as-usual control condition (n = 30) in 2 classrooms taught by the same teacher. Students in the COD condition showed statistically significantly greater growth in comprehension of literal and inferential biology diagrams. The control condition in some cases advantaged high-spatial, high-knowledge students, whereas the COD condition for the most part did not. Entries in the COD workbooks were analyzed for amount of student effort. Students with a combination of low pretest biology knowledge and low effort showed much lower gains from pretest to posttest on the inferential biology diagrams measure than did other students in the COD condition.     

Four Student Teachers' Pedagogical Reasoning on Functions

This study attempts to identify theinfluence of student teachers' subject matterknowledge for teaching on the process ofpedagogical reasoning. This influence isstudied through the way in which the concept offunction is presented to pupils in teachingthrough the textbook problems. Our findingsshow that the four student teachers in ourstudy differed in their subject-matterknowledge for teaching both in the differentaspects of concepts they emphasised and in theuse of a representation repertoire to structurelearning activities. All of this conditionedthe use of graphical and algebraic modes intheir planning of subject matter to bepresented to pupils. We explored also theinfluence of images of mathematics,teaching and learning on student teachers'organisation of the subject matter forteaching, but found this only slight. Finally,regarding the relationship between subjectmatter knowledge and pedagogical contentknowledge in student-teachers' ways of knowingthe subject matter, we offer some implicationsof these findings for mathematics teachereducation programmes.     

儿童学习障碍诊断专家系统的推理模型设计与系统开发

基于儿童学习障碍诊断的现状与方法,文章提出将专家系统用于儿童学习障碍的诊断并尝试设计一个专家系统的推理模型。该模型使用产生式规则进行知识表示,包括用户界面与诊断推理系统两大部分,文中最后以儿童阅读学习障碍诊断为例说明了基于该推理模型的专家系统的开发。     

一种改进了的基于遗传算法的维特征加权改进FCM算法

FCM算法具有对数据集按维特征进行等划分趋势的缺陷,在聚类分析中,样本的维特征对分类的贡献可能不是均匀的。针对文[1]提出了基于普通FCM算法和聚类有效性函数相结合的算法,并通过一个Gauss随机变量来更新维特征的权值的算法收敛速度慢,一般都要要迭代上千次的缺陷,引入遗传算法,来加速算法的收敛速度.试验说明,算法很大的提高了算法的效率。     

Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students’ understanding of genetics

Background and purpose:

The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students’ understanding of genetics concepts.

Sample:

Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n?=?39), conceptual change text class (n?=?37) and traditional class (n?=?36).

Design and method:

A quasi-experimental research design of pre-test–post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test–post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates.

Results:

The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found.

Conclusions:

Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students’ understanding of science.     

成人外语教学中多元化、立体式教学策略的运用

指出成人外语教学中存在的问题,并通过分析成人学习者的特点,提出了有效的多元化、立体式的教学策略,以期提高成人英语教学质量,完善成人教育。